Miami-Dade County Public Schools
Division of Academics
Required
ESSENTIAL
Laboratory Activities
For the Middle School
M/J Comprehensive Science 3
REVISED July 2015
EL8_2015
1
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Ms. Lubby Navarro
Ms. Raquel A. Regalado
Dr. Marta Pérez Wurtz
Mr. Logan Schroeder-Stephens
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Ms. Maria L. Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics
Mr. Cristian Carranza
Administrative Director
Division of Academics
Department of Mathematics and Science
Dr. Ava D. Rosales
Executive Director
Department of Mathematics and Science
EL8_2015
2
Table of Contents
Introduction ................................................................................................................................... 5
Annually Assessed Benchmarks .................................................................................................. 6
Materials List ................................................................................................................................. 9
Lab Roles ..................................................................................................................................... 11
Safety Information and Contract .............................................................................................. 12
Pre-Lab Safety Worksheet and Approval Form ...................................................................... 13
Parts of a Lab Report ................................................................................................................. 14
Experimental Design Diagram ................................................................................................... 17
Claim Evidence Reasoning ......................................................................................................... 19
Engineering Design Process ....................................................................................................... 20
Project Based STEM Activity (PBSA) Rubric ......................................................................... 21
Essential Labs and STEM Activities
Experimental Design: Pasta Strength (Topic 1) ....................................................................... 23
What’s the Matter? Inquiry Lab(Topic 2)................................................................................ 31
Boat Challenge............................................................................................................................. 41
Physical Changes and Chemical Changes Inquiry Lab(Topic 3) ........................................... 44
Conservation of Mass (Topic 3) ................................................................................................. 55
Air Bag Challenge ....................................................................................................................... 63
Atomic Modeling (Topic 4)......................................................................................................... 68
Periodic Table of Elements (Topic 5) ........................................................................................ 74
Clay Elements, Compounds/Molecules (Topic 6)..................................................................... 81
Separating Mixtures ................................................................................................................... 89
Investigating the Effect of Light Intensity on Photosynthesis (Topic 7) ................................ 97
Photosynthesis ........................................................................................................................... 107
Carbon Cycle Game (Topic 8) ................................................................................................ .114
Scale of the Universe Modeling Activity (Topic 9) ................................................................. 132
Star Bright Apparent Magnitude Lab (Topic 10) .................................................................. 143
Star Brightness .......................................................................................................................... 148
The Martian Sun-Times (Topic 11) ........................................................................................ .151
Mars Rovers ............................................................................................................................... 164
What Causes the Seasons? (Topic 12) ..................................................................................... 169
EL8_2015
3
Additional Resources
Density of Rocks ………………………………………………………...184
Density of Rocks (Revised by University of Miami Science Made Sensible Fellows)………….189
Precipitating Bubbles ............................................................................................................... .200
Greenhouse Gases in a Bottle ................................................................................................... 211
Imaginary Alien Life-forms (Adaptations and Punnett Square) .............................................. 214
Planetary Exploration and Extreme Life Forms ................................................................... 231
(Revised by University of Miami Science Made Sensible Fellows)
EL8_2015
4
Introduction
The purpose of this packet is to provide the M/J Comprehensive Science 3 and Grade 8 teachers with a
list of minimum basic laboratories and hands-on activities that students should experience in class. Each
activity is aligned with the Next Generation Sunshine State Standards (NGSSS). Emphasis has been
placed on those hands-on activities that are aligned to the Annually Assessed Benchmarks, which are
assessed in the Florida Comprehensive Assessment Test 2.0 (FCAT 2.0), administered in grade eight (8).
In most cases, the activities were designed as simple as possible without the use of advanced
technological equipment to make it possible for all teachers to use these activities. All activities and
supplements (i.e., Parts of a Lab Report) can be modified, if necessary, to fit the needs of an individual
class and/or student ability.
This document is intended to be used by science departments in M-DCPS so that all science teachers can
work together, plan together, and rotate lab materials among classrooms. Through this practice, all
students and teachers will have the same opportunities to participate in these experiences and promote
discourse among learners which are the building blocks of authentic learning communities.
Acknowledgement:
M-DCPS Department of Mathematics and Science would like to acknowledge the efforts of the teachers
who worked arduously and diligently on the preparation of this document.
EL8_2015
5
Annually Assessed Benchmarks
Next Generation Sunshine State Standard (NGSSS)
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Also
assesses SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4.)
(Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)
SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (Also assesses
SC.6.N.1.2, SC.6.N.1.4, and SC.8.N.1.2.) (Cognitive Complexity Level 2: Basic Application of Skills and
Concepts)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields
of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2, SC.8.N.1.5, and
SC.8.E.5.10.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or
interpretations are encountered. (Also assesses SC.7.N.1.6, SC.7.N.1.7, SC.7.N.2.1, and SC.8.N.1.6.)
(Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of
scientific theories and the evidence that supports them. (Also assesses SC.6.N.3.1 and SC.8.N.3.2.)
(Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (Also assesses
SC.8.E.5.1 and SC.8.E.5.2.) (Cognitive Complexity Level 3: Strategic Thinking and Complex Reasoning)
SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness),
temperature (color), size, and luminosity (absolute brightness). (Also assesses SC.8.E.5.6.) (Cognitive
Complexity Level 2: Basic Application of Skills and Concepts)
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (Also assesses SC.8.E.5.4 and SC.8.E.5.8.) (Cognitive
Complexity Level 2: Basic Application of Skills and Concepts)
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth
including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and
eclipses, and the relative position of each body. (Cognitive Complexity Level 3: Strategic Thinking and
Complex Reasoning)
SC.7.E.6.2 Identify the patterns within the rock cycle and events (plate tectonics and mountain building).
(Also assesses SC.6.E.6.1, SC.6.E.6.2, and SC.7.E.6.6.) relate them to surface events (weathering and
erosion) and subsurface events (plate tectonics and mountain building). (Also assesses SC.6.E.6.1,
SC.6.E.6.2, and SC.7.E.6.6.) (Cognitive Complexity Level 3: Strategic Thinking and Complex
Reasoning)
SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth
has evolved over geologic time due to natural processes. (Also assesses SC.7.E.6.3.) (Cognitive
Complexity Level 3: Strategic Thinking and Complex Reasoning)
EL8_2015
6
SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s
crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions,
Earthquakes, and mountain building. (Also assesses SC.7.E.6.1 and SC.7.E.6.7.) (Cognitive Complexity
Level 2: Basic Application of Skills and Concepts)
SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere. (Also assesses SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6, and SC.6.E.7.9.)
(Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.6.E.7.5 Explain how energy provided by the Sun influences global patterns of atmospheric movement
and the temperature differences between air, water, and land. (Also assesses SC.6.E.7.1.) (Cognitive
Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of
the sample. (Also assesses SC.8.P.8.3.) (Cognitive Complexity Level 2: Basic Application of Skills and
Concepts)
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a
multitude of ways to produce compounds that make up all of the living and nonliving things that we
encounter. (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.) (Cognitive
Complexity Level 1: Recall)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (Also assesses SC.8.P.9.1 and
SC.8.P.9.3.) (Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.7.P.10.1 Illustrate that the Sun’s energy arrives as radiation with a wide range of wavelengths,
including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different
colors. (Also assesses SC.8.E.5.11.) (Cognitive Complexity Level 1: Recall)
SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in
different materials. (Also assesses SC.7.P.10.2.) (Cognitive Complexity Level 1: Recall)
SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (Also
assesses SC.6.P.11.1 and SC.7.P.11.3.) (Cognitive Complexity Level 2: Basic Application of Skills and
Concepts)
SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to
cooler ones until they reach the same temperature. (Also assesses SC.7.P.11.1.) (Cognitive Complexity
Level 2: Basic Application of Skills and Concepts)
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a
distance, such as electrical, magnetic, and gravitational. (Also assesses SC.6.P.13.2 and SC.8.P.8.2.)
(Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or
direction of motion, or both. (Also assesses SC.6.P.12.1.) (Cognitive Complexity Level 2: Basic
Application of Skills and Concepts)
SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to
molecules and cells to tissues to organs to organ systems to organisms. (Cognitive Complexity Level 1:
Recall)
EL8_2015
7
SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all
organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells,
and cells are the basic unit of life. (Also assesses SC.6.L.14.3.) (Cognitive Complexity Level 2: Basic
Application of Skills and Concepts)
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal
cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
(Cognitive Complexity Level 2: Basic Application of Skills and Concepts)
SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body
(digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and
describe ways these systems interact with each other to maintain homeostasis. (Also assesses SC.6.14.6.)
(Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared
characteristics with emphasis on the Linnaean system combined with the concept of Domains. (Cognitive
Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which
genetic variation and environmental factors contribute to evolution by natural selection and diversity of
organisms. (Also assesses SC.7.L.15.1 and SC.7.L.15.3.) (Cognitive Complexity: Level 3: Strategic
Thinking & Complex Reasoning)
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its
traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and
that heredity is the passage of these instructions from one generation to another. (Also assesses
SC.7.L.16.2 and SC.7.L.16.3.) (Cognitive Complexity: Level 3: Strategic Thinking & Complex
Reasoning)
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation,
parasitism, competition, and commensalism. (Also assesses SC.7.L.17.1 and SC.7.L.17.3.) (Cognitive
Complexity Level 2: Basic Application of Skills and Concepts)
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
(Also assesses SC.8.L.18.1, SC.8.L.18.2, and SC.8.L.18.3.) (Cognitive Complexity: Level 3: Strategic
Thinking & Complex Reasoning)
EL8_2015
8
MATERIALS LIST
Each list corresponds to the amount of materials needed per station (whether one student or a
group of students uses the station). Lab Aprons and goggles should be assigned to each student on
all labs requiring mixtures of chemicals.
Pasta Strength
 Ruler



50-100 Pennies
“What’s the Matter?” Inquiry Lab
Part 1 – Separating Mixture
 Mystery Mixture (sugar,

sand, water, wood chips, and
iron fillings or staples)
 Hot Plate

 Triple Beam Balance

Styrofoam/Plastic Cup and string to
make a handle (see picture)
5 Strands of uncooked pasta (provide
variety)
Tape
Coffee Filter

Magnet
Beaker
Thermometer

Graduated Cylinder
Part 2 – Physical & Chemical Changes
 Test tubes
 Magnet
 Wooden Splints
 Thermometer
 Water
 Baking Soda
 Effervescent tablet
 Salt



Magnifying glass
Hot Plate
Iron Fillings
Physical Change and Chemical Changes in Matter
Materials (per group)
 Beakers (2)
 Test tubes (6)
 Test tube rack
 Stirrers
 Water
 Milk
 Cabbage Juice
 Baking Soda
 Calcium
Chloride
Atomic Models
Materials
 Handout & Periodic Table of Elements
Clay Elements, Molecules and Compounds
Materials:
Paper Towel
Toothpicks
EL8_2015






Graduated Cylinder
Small beaker
Vinegar
Thermometer
Vinegar
Modeling Clay
Colored pencils
9
Investigating the Effect of Light intensity on Photosynthesis
Materials:
Test tube
Source of bright light
Sodium bicarbonate solution
Watch or clock with second indicator
400-mL beaker
Plastic gloves
Freshly cut sprig of an evergreen (such as Hand lens
yew) or elodea
Forceps
Conservation of Mass
Materials:
 Graduated Cylinder
 Erlenmeyer Flask
 Balloon



Baking Soda
Triple Beam Balance
Spoon
Carbon Cycle Game
 7 Dice
 7 Station Signs
 7 Station Movement Directions



Carbon Cycle Passport for Each Student
Carbon Atom Model for Each Student
Blank Bar Graph for Each Student
Scale of the Universe Modeling Activity
Materials (Suggested, but not limited to)
 Modeling clay
 String
 Different sized balls
 Markers
Star Bight Apparent Magnitude Lab
Materials (per group):
 3 pencils
 1 meter stick
The Martian Sun-Times

Worksheets

Computer with Internet access

meter stick

markers or colored pencils

metric ruler

scissors
What Causes the Seasons?
 Globe of the Earth
 Tape
 Metric ruler
 Thermometer
EL8_2015





Paper
Scissors

Tape

Balloons
Straws
2 flashlights

receipt paper rolls (adding machine tape)
or old VHS tape
Various spherical objects of different
sizes (basketball, marbles, softball, tiny
beads, soccer ball)



Lamp with 100-watt bulb
Ring stand and utility clamp
20-cm Length of string
10
Lab Roles and Their Descriptions
Cooperative learning activities are made up of four parts: group accountability, positive
interdependence, individual responsibility, and face-to-face interaction. The key to making
cooperative learning activities work successfully in the classroom is to have clearly defined tasks for
all members of the group. An individual science experiment can be transformed into a cooperative
learning activity by using these lab roles.
Project Director (PD)
The project director is responsible for the
group.
Roles and responsibilities:
 Reads directions to the group
 Keeps group on task
 Is the only group member
allowed to talk to the teacher
 Shares summary of group work
and results with the class
Materials Manager (MM)
The materials manager is responsible for
obtaining all necessary materials and/or
equipment for the lab.
Roles and responsibilities:
 The only person allowed to be out
of his/her seat to pick up needed
materials
 Organizes materials and/or
equipment in the work space
 Facilitates the use of materials
during the investigation
 Assists with conducting lab
procedures
 Returns all materials at the end of
the lab to the designated area
Technical Manager (TM)
The technical manager is in
charge of recording all data.
Roles and responsibilities:
 Records data in tables and/or
graphs
 Completes conclusions and final
summaries
 Assists with conducting the lab
procedures
 Assists with the cleanup
Safety Director (SD)
The safety director is responsible for
enforcing all safety rules and conducting
the lab.
Roles and responsibilities:
 Assists the PD with keeping the
group on-task
 Conducts lab procedures
 Reports any accident to the teacher
 Keeps track of time
 Assists the MM as needed.
When assigning lab groups, various factors need to be taken in consideration;
Always assign the group members preferably trying to combine in each group a variety of skills. For
example, you can place an “A” student with a “B”, a “C” and a “D” or an “F” student.
Evaluate the groups constantly and observe if they are on task and if the members of the group support
each other in a positive way. Rotation of lab groups and members throughout the year is encouraged.
EL8_2015
11
Laboratory Safety
Rules:

Know the primary and secondary exit routes from the classroom.

Know the location of and how to use the safety equipment in the classroom.

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teacher’s permission.

Follow laboratory procedures as explained and do not perform unauthorized experiments.

Work as quietly as possible and cooperate with your lab partner.

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

Remove all unnecessary materials from the work area and completely clean up the work area after
the experiment.

Always make safety your first consideration in the laboratory.
Safety Contract:
I will:
 Follow all instructions given by the teacher.
 Protect eyes, face and hands, and body while conducting class activities.
 Carry out good housekeeping practices.
 Know where to get help fast.
 Know the location of the first aid and firefighting equipment.
 Conduct myself in a responsible manner at all times in a laboratory situation.
I, _______________________, have read and agree to abide by the safety regulations as set forth
above and also any additional printed instructions provided by the teacher. I further agree to follow
all other written and verbal instructions given in class.
Signature: ____________________________
EL8_2015
Date: ___________________
12
Pre-Lab Safety Worksheet and Approval Form
This form must be completed with the teacher’s collaboration before the lab.
Student Researcher Name: __________________________________________Period # _____
Title of Experiment: ____________________________________________________________
Place a check mark in front of each true statement below:
1.  I have reviewed the safety rules and guidelines.
2. This lab activity involves one or more of the following:
 Human subjects (Permission from participants required. Subjects must indicate
willingness to participate by signing this form below.)
 Vertebrate Animals (requires an additional form)
 Potentially Hazardous Biological Agents (Microorganisms, molds, rDNA,
tissues, including blood or blood products, all require an additional form.)
 Hazardous chemicals (such as: strong acids or bases)
 Hazardous devices (such as: sharp objects or electrical equipment)
 Potentially Hazardous Activities (such as: heating liquids or using flames)
3.  I understand the possible risks and ethical considerations/concerns involved in
this experiment.
4.  I have completed an Experimental/Engineering Design Diagram.
Show that you understand the safety and ethical concerns related to this lab by responding to the
questions below. Then, sign and submit this form to your teacher before you proceed with the
experiment (use back of paper, if necessary).
A. Describe what you will be doing during this lab.
B. What are the safety concerns with this lab that were explained by your teacher?
How will you address them?
C. What additional safety concerns or questions do you have?
D. What ethical concerns related to this lab do you have?
How will you address them?
Student Researcher’s Signature/Date:
Teacher Approval Signature:
____________________________________
______________________________
Human Subjects’ Agreement to Participate:
_______________________________
____________________________
Printed Name/Signature/Date
Printed Name/Signature/Date
_______________________________
_____________________________
Printed Name/Signature/Date
Printed Name/Signature/Date
EL8_2015
13
Parts of a Lab Report
A Step-by-Step Checklist
A good scientist reflects on their work by writing a lab report. A lab report is a recap of what a scientist
investigated. It is made up of the following parts.
Title (underlined and on the top center of the page)
Benchmarks Covered:
 Your teacher should provide this information for you. It is a summary of the main concepts that you
will learn about by carrying out the experiment.
Problem Statement:
 Identify the research question/problem and state it clearly.
Variables and Control Test:
 Identify the variables in the experiment. State those over which you have control. There are three
types of variables.
1. Test Variable (Independent Variable): (also known as the tested variable) the factor that can be
changed by the investigator (the cause).
2. Outcome Variable (Dependent Variable): (also known as the outcome variable) the observable
factor of an investigation which is the result or what happened when the independent variable was
changed.
3. Controlled variables (Constants): the other identified independent variables in the investigation
that are kept constant or remain the same during the investigation.
 Identify the control test. A control lest is the separate experiment that serves as the standard for
comparison to identify experimental effects, changes of the dependent variable resulting from changes
made to the independent variable.
Potential Hypothesis (e.g.):
 State the hypothesis carefully. Do not just guess but try to arrive at the hypothesis logically and, if
appropriate, with a calculation.
 Write down your prediction as to how the test variable (independent variable) will affect the outcome
variable (dependent variable) using an “if” and “then” statement.
o If (state the test variable) is (choose an action), then (state the outcome variable) will (choose
an action).
Materials:
 Record precise details of all equipment used
o For example: a balance weighing to +/- 0.001 g, a thermometer measuring from -10 to +110oC
to an accuracy of +/- 0.1oC, etc.
 Record precise details of any chemicals used
o For example: 5 g of copper (II) sulfate pentahydrate CuSO4.5H2O(s).
Procedure:
 Do not copy the procedures from the lab manual or handout.
 Summarize the procedures; be sure to include critical steps.
 Give accurate and concise details about the apparatus and materials used.
EL8_2015
14
Data:
 Ensure that all data is recorded.
o Pay particular attention to significant figures and make sure that all units are stated.
 Present your results clearly. Often it is better to use a table or a graph.
o If using a graph, make sure that the graph has a title, both axis are labeled clearly, and that the
correct scale is chosen to utilize most of the graph space.
 Record all observations.
o Include color changes, solubility changes, whether heat was evolved or taken in, etc.
Results:
 Ensure that you have used your data correctly to produce the required result in words and provide
graphs.
 Include any other errors or uncertainties which may affect the validity of your result.
Conclusion and Evaluation:
 A conclusion statement answers the following 7 questions in at least three paragraphs.
o First Paragraph: Introduction
1. What was investigated?
a. Describe the problem.
2. Was the hypothesis supported by the data?
a. Compare your actual result to the expected result (either from the literature, textbook,
or your hypothesis)
b. Include a valid conclusion that relates to the initial problem or hypothesis.
3. What were your major findings?
a. Did the findings support or not support the hypothesis as the solution to the restated
problem?
b. Calculate the percentage error from the expected value.
o Middle Paragraphs: These paragraphs answer question 4 and discusses the major findings
of the experiment using data.
4. How did your findings compare with other researchers?
a. Compare your result to other students’ results in the class.
 The body paragraphs support the introductory paragraph by elaborating on the different pieces
of information that were collected as data that either supported or did not support the original
hypothesis.
 Each finding needs its own sentence and relates back to supporting or not supporting the
hypothesis.
 The number of body paragraphs you have will depend on how many different types of data
were collected. They will always refer back to the findings in the first paragraph.
o Last Paragraph: Conclusion
5. What possible explanations can you offer for your findings?
a. Evaluate your method.
b. State any assumptions that were made which may affect the result.
6. What recommendations do you have for further study and for improving the experiment?
a. Comment on the limitations of the method chosen.
b. Suggest how the method chosen could be improved to obtain more accurate and reliable
results.
7. What are some possible applications of the experiment?
a. How can this experiment or the findings of this experiment be used in the real world for
the benefit of society?
EL8_2015
15
Parts of a Lab Report Reminder
Step 1: Stating the Purpose/Problem
 What do you want to find out? Write a statement that describes what you want to do. It should be
as specific as possible. Often, scientists read relevant information pertaining to their experiment
beforehand. The purpose/problem will most likely be stated as a question such as:
“What are the effects of _________ on ___________?”
Step 2: Defining Variables
 TEST VARIABLE (TV) (also called the independent variable) – The variable that is changed on
purpose for the experiment; you may have several levels of your test variable.
 OUTCOME VARIABLE (OV) (also called the dependent variable) – The variable that acts in
response to or because of the manipulation of the test variable.
 CONTROLLED VARIABLES (CV) – All factors in the experiment that are NOT allowed to
change throughout the entire experiment. Controlling variables is very important to assure that the
results are due only to the changes in the test variable; everything (except the test variable) must
be kept constant in order to provide accurate results.
Step 3: Forming a Hypothesis
 A hypothesis is an inferring statement that can be tested.
 The hypothesis describes how you think the test variable will respond to the outcome variable. (i.e.,
If….., then……)
 It is based on research and is written prior to the experiment. Never change your hypothesis during the
experiment.
 For example: If the temperature increases, then the rate of the reaction will increase.
 Never use “I,” “we,” or “you” in your hypothesis (i.e. I believe or I think that…)
 It is OK if the hypothesis is not supported by the data. A possible explanation for the unexpected
results should be given in the conclusion
Step 4: Designing an Experimental Procedure
 Select only one thing to change in each experimental group (test variable).
 Change a variable that will help test the hypothesis.
 The procedure must tell how the variable will be changed (what are you doing?).
 The procedure must explain how the change in the variable will be measured.
 The procedure should indicate how many trials would be performed (usually a minimum of 3-4 for
class experiments).
 It must be written in a way that someone can copy your experiment, in step by step format.
Step 5: Results (Data)
 Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster….).
 Quantitative Data is comprised of results in numbers (i.e. 5 cm, 10.4 grams)
 The results of the experiment will usually be compiled into a table/chart for easy interpretation.
 A graph of the data (results) may be made to more easily observe trends.
Step 6: Conclusion
The conclusion should be written in paragraph form. It is a summary of the experiment, not a stepby-step description. Does the data support the hypothesis? If so, you state that the hypothesis is
accepted. If not, you reject the hypothesis and offer an explanation for the unexpected result. You
should summarize the trend in data in a concluding statement (ex: To conclude, the increase in
temperature caused the rate of change to increase as shown by the above stated data.). Compare or
contrast your results to those from similar experiments. You should also discuss the implications
for further study. Could a variation of this experiment be used for another study? How does the
experiment relate to situations outside the lab? (How could you apply it to real world situations?)
EL8_2015
16
Student’s name: _____________________________________________ Date: ________________Period: _____
Experimental Design Diagram
This form should be completed before experimentation.
Title:
Problem
Statement:
Null Hypothesis:
Research
Hypothesis:
Test Variable
(Independent
Variable)
Number of Tests:
Subdivide this box to
specify each variety.
Control Test:
# of Trials per
Test:
Outcome
Variable
(Dependent
Variable)
Controlled
Variables
1.
2.
3.
4.
5.
6.
EL8_2015
17
Experimental Design Diagram Hints:
Title: A clear, scientific way to communicate what you’re changing and what you’re measuring is to
state your title as, "The Effect of ____________on__________." The tested variable is written on the
first line above and the outcome variable is written on the second line.
Problem Statement: Use an interrogative word and end the sentence with a question mark. Begin the
sentence with words such as: How many, How often, Where, Will, or What. Avoid Why.
Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............,
then........... form. After If, you should state the TV, and after the then, you should state that there will
be no significant difference in the results of each test group.
Research Hypothesis: If ____________(state the conditions of the experiment), then
____________(state the predicted measurable results). Do not use pronouns (no I, you, or we)
following If in your hypothesis.
Test Variable (TV): This is the condition the experimenter sets up, so it is known before the
experiment (I know the TV before). In middle school, there is usually only one TV. It is also called the
independent variable, the IV.
Number of Tests: State the number of variations of the TV and identify how they are different from
one another. For example, if the TV is "Amount of Calcium Chloride" and 4 different amounts are
used, there would be 4 tests. Then, specify the amount used in each test.
Control Test: This is usually the experimental set up that does not use the TV. Another type of
control test is one in which the experimenter decides to use the normal or usual condition as the
control test to serve as a standard to compare experimental results against. The control is not counted
as one of the tests of the TV. In comparison experiments there may be no control test.
Number of Trials: This is the number of repetitions of one test. You will do the same number of
repetitions of each variety of the TV and also the same number of repetitions of the control test. If you
have 4 test groups and you repeat each test 30 times, you are doing 30 trials. Do not multiply 4 x 30
and state that there were 120 trials.
Outcome Variable(s): This is the result that you observe, measure and record during the experiment.
It’s also known as the dependent variable, OV. (I don’t know the measurement of the OV before doing
the experiment.) You may have more than one OV.
Controlled Variables or Variables Held Constant: Controlled Variables (Constants) are conditions
that you keep the same way while conducting each variation (test) and the control test. All conditions
must be the same in each test except for the TV in order to conclude that the TV was the cause of any
differences in the results. Examples of Controlled Variables (Constants): Same experimenter, same
place, time, environmental conditions, same measuring tools, and same techniques.
EL8_2015
18
CONCLUSION WRITING
Claim, Evidence and Reasoning
Students should support their own written claims with appropriate justification. Science education
should help prepare students for this complex inquiry practice where students seek and provide
evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000). Engaging students in
explanation and argumentation can result in numerous benefits for students. Research shows that
when students develop and provide support for their claims they develop a better and stronger
understanding of the content knowledge (Zohar and Nemet, 2002).
When students construct explanations, they actively use the scientific principles to explain different
phenomena, developing a deeper understanding of the content. Constructing explanations may also
help change students’ view of science (Bell and Linn, 2000). Often students view science as a static
set of facts that they need to memorize. They do not understand that scientists socially construct
scientific ideas and that this science knowledge can change over time. By engaging in this inquiry
practice, students can also improve their ability to justify their own written claims (McNeill et al.,
2006).
Remember when providing evidence to support a claim, the evidence must always be:
 Appropriate
 Accurate
 Sufficient
The rubric below should be used when grading lab reports/conclusions to ensure that students are
effectively connecting their claim to their evidence to provide logical reasons for their conclusions.
Base Explanation Rubric
Component
0
Claim - A conclusion
that answers the original
question.
Evidence – Scientific
data that supports the
claim. The data needs to
be appropriate and
sufficient to support the
claim.
Reasoning – A
justification that links
the claim and evidence.
It shows why the data
count as evidence by
using appropriate and
sufficient scientific
principles.
Does not make a
claim, or makes an
inaccurate claim.
Does not provide
evidence, or only
provides
inappropriate
evidence (evidence
that does not
support the claim).
Does not provide
reasoning, or only
provides reasoning
that does not link
evidence to claim
Level
1
Makes an accurate
but incomplete
claim.
Provides
appropriate but
insufficient
evidence to support
claim. May include
some inappropriate
evidence.
Provides reasoning
that links the claim
and evidence.
Repeats the
evidence and/or
includes some – but
not sufficient –
scientific
principles.
2
Makes an accurate
and complete
claim.
Provides
appropriate and
sufficient evidence
to support claim.
Provides reasoning
that links evidence
to claim. Includes
appropriate and
sufficient scientific
principles.
McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & GessNewsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press.
EL8_2015
19
Engineering Design Process
Step 1
Identify the
Need or Problem
Step 8
Redesign
Step 2
Research the
Need or Problem
Step 7
Communicate
the Solution(s)
Step 3
Develop Possible
Solution(s)
Step 6
Test and Evaluate
the Solution(s)
Step 5
Construct a
Prototype
Step 4
Select the Best
Possible Solution(s)
1. Identify the need or problem
2. Research the need or problem
a. Examine current state of the issue and current solutions
b. Explore other options via the internet, library, interviews, etc.
c. Determine design criteria
3. Develop possible solution(s)
a. Brainstorm possible solutions
b. Draw on mathematics and science
c. Articulate the possible solutions in two and three dimensions
d. Refine the possible solutions
4. Select the best possible solution(s)
a. Determine which solution(s) best meet(s) the original requirements
5. Construct a prototype
a. Model the selected solution(s) in two and three dimensions
6. Test and evaluate the solution(s)
a. Does it work?
b. Does it meet the original design constraints?
7. Communicate the solution(s)
a. Make an engineering presentation that includes a discussion of how the solution(s) best
meet(s) the needs of the initial problem, opportunity, or need
b. Discuss societal impact and tradeoffs of the solution(s)
8. Redesign
a. Overhaul the solution(s) based on information gathered during the tests and presentation
Source(s): Massachusetts Department of Elementary and Secondary Education
EL8_2015
20
Project: _______________________________
Score: _________________
Score 0
Purpose
Students demonstrate minimal
understanding of the problem,
criteria, and constraints.
Student understanding of the
problem, criteria, and constraints
in inadequate or unclear.
Student understanding of the
problem, criteria, and
constraints is not evident or
not recorded.
Brainstorm
Student uses prior knowledge
and lesson content knowledge
to brainstorm a clear, focused
idea(s). Idea(s) selected from
brainstorming are excellently
aligned to the intent of the
problem.
Student uses prior knowledge
and/or lesson content knowledge
to brainstorm a clear, focused
idea(s Idea(s) selected from
brainstorming are adequately
aligned to the intent of the
problem.
Student uses prior knowledge
and/or lesson content knowledge
to brainstorm an idea(s). Idea(s)
selected from brainstorming are
minimally aligned to the intent of
the problem and a clear
connection is not readily
apparent without explanation.
Student uses prior knowledge
and/or lesson content knowledge
to brainstorm an idea(s). Idea(s)
selected from brainstorming are
impractical for the intent of the
problem and/or connection to the
problem is inadequate or
unclear.
Brainstorming idea(s) are not
aligned with the intent of the
problem, no idea(s) were
given by the student, or no
brainstorming is evident or
recorded.
Design/Plan
Student proposes and
designs a plan that excellently
aligns with the criteria,
constraints, and intent of the
problem.
Design sketch is complete
and includes exceptional,
relevant details that will be
referenced when building the
solution to the problem.
Student proposes and designs a
plan that adequately aligns with
the criteria, constraints, and
intent of the problem.
Design sketch is complete and
includes details that will be
referenced when building the
solution to the problem.
Student proposes and designs a
plan that minimally aligns with
the criteria, constraints, and
intent of the problem.
Design sketch is complete and a
clear connection is not readily
apparent without explanation.
Student proposes and designs a
plan that does not align with the
criteria, constraints, and intent of
the problem.
Design sketch is impractical
and/or connection to the problem
is inadequate or unclear.
Design plan is not completed
by the student or no plan is
evident or recorded.
Student builds a working
model that excellently aligns
with the criteria, constraints,
and intent of the problem.
The working model can be
tested using appropriate tools,
materials and resources.
Student builds a working model
that adequately aligns with the
criteria, constraints, and intent of
the problem.
The working model can be tested
using appropriate tools, materials
and resources.
Student builds a working model
that minimally aligns with the
criteria, constraints, and intent of
the problem.
The working model can be tested
using modified tools, materials
and resources.
Student builds a working model
that does not align with the
criteria, constraints, and intent of
the problem.
The working model can be tested
using modified tools, materials
and resources OR completed
working model cannot be tested.
Working model is not built.
Student tests the working
model’s effectiveness to solve
the problem. Accurate and
detailed records are collected
and an analysis of data is
present.
Student tests the working
model’s effectiveness to solve
the problem. Adequate records
are collected and an analysis of
data is present.
Student tests the working
model’s effectiveness to solve
the problem. Minimal records
are collected. Analysis of data is
not present.
Student tests the working
model’s effectiveness to solve
the problem. Minimal records
are collected. Analysis of data is
not present.
Testing is not performed due
to an inability to test based on
the quality of the working
model, there is no working
model to test, or no testing is
evident or recorded.
Student record of budget is
exceptionally clear and
complete. Students were on
or under budget.
Student record of budget is
exceptionally clear and
complete. Students were over
budget, but less than 10% over.
Student record of budget is clear
and complete. OR the student
went 10% or more over budget.
Student record of budget is
unclear or incomplete. OR the
student went 15% or more over
budget.
Student did not include a
record of the budget or it is
not evident.
Budget(if
applicable)
Test and
Redesign
Score 1
Students demonstrate
outstanding understanding of
the problem, criteria, and
constraints.
Create/Build a
Working Model
Project Based STEM Activity (PBSA) Rubric
Score 4
EL8_2015
Score 3
Students demonstrate adequate
understanding of the problem,
criteria, and constraints.
Score 2
21
Construct viable
arguments.
Discuss and Share
Production
Project: _______________________________
Student uses data,
observations, and anecdotal
notes from the design process
to excellently articulate why
their project is ready for
production and use.
Student is excellently
prepared for and participates
in project discussion without
prompting. Summarized
results from testing are
communicated clearly and
effectively. Student poses
and responds to specific
questions to clarify or follow
up on information shared from
other classmates.
Student can reason
inductively about data, using
this knowledge to
communicate findings clearly
based on evidence. Student
can appropriately reference
objects, diagrams, drawings,
data, and/or actions from the
activity for a viable argument
of whether not their design
plan was successful.
EL8_2015
Score: _________________
Student uses data, observations,
and anecdotal notes from the
design process to adequately
articulate why their project is
ready for production and use.
Student uses data, observations,
and anecdotal notes from the
design process to minimally
articulate why their project is
ready for production and use.
Student uses data, observations,
and anecdotal notes but
production notes are unclear or
incomplete.
Or no data was used to support
statement.
Student does not provide
reasoning for why the project
is ready for production or use
or this is not evident.
Student is adequately prepared
for and participates in project
discussion without prompting.
Summarized results from testing
are communicated clearly.
Student poses and responds to
specific questions to clarify or
follow up on information shared
from other classmates.
Student is minimally prepared for
and participates in project
discussion with prompting.
Summarized results from testing
are shared. Student infrequently
poses and responds to questions
to clarify or follow up on
information shared from other
classmates.
Student is not prepared for and
inadequately participates in
project discussion. Summarized
results from testing are shared,
but are incomplete or unclear.
Communication with classmates
by posing and responding to
questions is limited.
Student does not participate
in project discussion with
judge.
Student can adequately interpret
data, using this knowledge to
communicate findings based on
evidence. Student can
appropriately reference objects,
diagrams, drawings, data, and/or
actions from the activity for a
viable argument of whether not
their design plan was successful.
Student can minimally
communicate findings by
referring to objects, diagrams,
drawings, data, and/or actions
from the activity for a viable
argument of whether not their
design plan was successful.
Student inadequately
communicates findings, or
analysis of data is present, but
flawed.
Student does not participate
in project discussion with
judge.
22
Teacher
EXPERIMENTAL DESIGN: PASTA STRENGTH
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the 8th grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types: systematic
observations, or experiments, identify variables. AA (Cognitive Complexity: Level 3: Strategic Thinking &
Complex Reasoning)
SC.8.P.8.2 Differentiate between weight and mass, recognizing that weight is the amount of gravitational
pull on an object and is distinct from, though proportional to, mass. (Also assessed as SC.6.P.13.1,
SC.6.P.13.2)
Purpose:
 Students will design an experiment that tests the strength of dry pasta. They will construct a bridge
made out of one pasta noodle and textbooks. They will test the strength using pennies.
 An experiment is an organized series of steps used to test a hypothesis. Experimental design is a
specific set of directions for designing and carrying out an experiment, so that the results are as
valid as possible. Experimental design seeks to eliminate experimental error and to insure that the
results are due to the factor being tested.
 The following vocabulary is used in experimental design:
o Test Variable: The factor controlled by the experimenter. This might also be described as
the change made by the experimenter on purpose. It is sometimes called the manipulated
variable
o Outcome Variable: The factor that changes because of what the experimenter does. The
dependent variable is the change that occurs because of what the experimenter does. It is
sometimes called the responding variable.
o Constant Variable: The factor(s) that remain the same so that there is only one variable that
is tested.
o Repeated Trials: The number of times that the experiment is done.
 Students will recognize how the mass of a penny can test the strength of a pasta noodle as a result
of the downward pull of gravity on the penny.
Problem Statement/Research Question: “What factors contribute to the strength of pasta bridge?”
Materials (per group):
 Ruler
 Styrofoam/Plastic Cup and string to
 Tape
make a handle (see picture)
 50-100 Pennies
 5 Strands of uncooked pasta (provide
variety)
Procedures:
Before
Preparation:
Teacher will create the bucket cups prior to the lesson. See image below.
Activity
Engage:
Optional: Teacher will play Scientific Method song for students.
Teacher will have two bridges made out of uncooked pasta of the same type (spaghetti,
linguini, or angel hair). The first bridge will consist of 5 noodles and the second will
consist of 8 noodles (amount is up to the teacher but make sure to have a difference in
amount). The teacher will demonstrate how to test the strength by having a cup with a
string hanging from the pasta bridge. The teacher will ask students to predict how much
mass both bridges will hold.
EL8_2015
23
Teacher
Concepts to incorporate during discussion:
 The strength of the bridge is tested by applying a downward force (pennies placed
in cup hanging off of noodle).
 The strength of the pasta bridge will depend on the physical properties of the pasta
noodle (length and density).
Discussion:
Teacher will establish the purpose of the activity and review the scientific method and
experimental design. The teacher will explain that they will test the strength of pasta, but
will only be able to build a bridge out of ONE pasta noodle. The teacher will push
students to think of different ways to test this question. Teacher will pass out the lab
handout activity for students at this time for students to take notes and prepare for the
activity.
Guiding Questions – Possible answers are not limited to the ones below:
1. What factors influence the strength of pasta noodles?
Factors such as length, width, and thickness influence the strength of pasta
noodles. For example, thicker noodles may be stronger than thin ones.
2. How can we test the strength of pasta noodles?
We can make a bridge out of a pasta noodle and test its strength by placing a
mass on it or hanging something on it to see how much the pasta noodle can hold.
3. How can we manipulate the factors to test the strength of pasta noodles?
We can test the different types of pasta such as spaghetti, linguini, and angel hair;
We can test the different brands of one type of pasta; We can test the distance the
desks are placed that the pasta bridge covers (low level)
During
Activity
Explore:
Teacher will monitor students as they design their experiment and test their hypothesis in
groups of 4-5. See student handout for details on what students will be creating. Students
are writing their experimental plan and will execute the experiment once the procedures
are complete and data table is organized.
Guiding Questions (as students design experiment):
1. What is our problem statement?
Possible Problem Statements:
What factors contribute to the strength of pasta bridge?
How does the type of pasta affect the amount of mass it can hold?
How does the distance that (spaghetti/linguini/angel hair) pasta spans affect the
amount of mass the pasta can hold?
2. What is our hypothesis?
Possible Hypotheses:
If I create a bridge out of an uncooked linguini pasta noodle, it will hold the most
amount of mass than if I were to use angel hair or spaghetti.
If I use the
3. What variables must we consider when testing the strength of the pasta noodle?
Test Variable: Type of pasta, brand of pasta, and distance between
desks/textbooks.
EL8_2015
24
Teacher
4.
5.
6.
7.
After
Activity
Outcome Variable: Amount of pennies that the pasta bridge can hold
Constant Variable: Number of pasta noodles, distance between desks/textbooks (if
testing type or brand), brand of pasta (if testing type), type of pasta (if testing
brand/distance).
How will you design the experiment? What will your procedures be?
Procedures will vary depending on what students choose to test.
Are your procedures detailed enough that another group can replicate the process?
Students should explain that every procedure is numbered and includes a verb that
clearly states what they will do at each step.
How many trials will you conduct and why is it important to conduct multiple
trials?
Students should explain that they will repeat the process of taping one strand of
pasta noodle and placing pennies in the bucket X amount of times, requiring X
amount of noodles for their experiment.
How will you record the data for your experiment?
Guide students to create a table with multiple trials.
Teacher will monitor students as they execute their experiment, collect data, and analyze
data. As students are collecting data the teacher will closely monitor how students
organize their data tables in collecting information.
1. Based on your test and outcome variables, how are you going to organize your
data table?
2. How will you show that your group is conducting multiple trials?
Explain:
Teacher will guide students as they write conclusions to their experiment. Students will
discuss their understanding of the scientific process and articulate their understanding of
the results of the experiment through the Claim-Evidence-Reasoning writing process.
Elaborate/Extend:
Students should extend their designs to additional materials and structural formats. This
would be a good opportunity for students to research bridge designs in preparation for a
bridge building competition through enrichment activities including SECME.
Evaluate:
Teacher will evaluate understanding of the scientific method and experimental design
based on their finished lab report product.
FCAT Connection
1. A scientist conducts many observations and experiments, and in the process he
discovers new information. However, the new information does NOT support the
current scientific theory.
What should happen to the newly discovered information?
A. The new information should be thrown out because it does not fit.
B. The scientist must be wrong, so his experiments should be repeated.
C. The scientist should try to make his information agree with the current theory.
D. The theory should be changed to consider the newly discovered information.
EL8_2015
25
Teacher
2. Andy wants to know if heavier carts roll down a ramp faster than lighter carts. He has
some carts with big wheels, others with small wheels, and wooden blocks to vary the
carts' weight. Each block weighs the same, and he'll use the same ramp for each trial.
Which three carts would be best for Andy's experiment?
A. A, B, and D
B. A, C, and E
C. C, E, and F
D. B, C, and D
3. Randy's science teacher is giving a demonstration to show how a metal reacts with
different acids. He places a small piece of the metal in each of three beakers
containing a solution of a different acid. He adds a piece of the metal to a fourth
beaker that contains only water. What is the purpose of the fourth beaker?
A. It ensures that the hypothesis will be correct.
B. It provides more data to include in a lab report
C. It adds an independent variable to the experiment.
D. It is the control and serves as the basis for comparison
EL8_2015
26
Student
EXPERIMENTAL DESIGN: PASTA STRENGTH
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the 8th grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types: systematic
observations, or experiments, identify variables. AA (Cognitive Complexity: Level 3: Strategic Thinking &
Complex Reasoning)
SC.8.P.8.2 Differentiate between weight and mass, recognizing that weight is the amount of gravitational
pull on an object and is distinct from, though proportional to, mass. (Also assessed as SC.6.P.13.1,
SC.6.P.13.2)
Purpose:
You will design an experiment that tests the strength of dry pasta using one pasta noodle as a bridge.
Background:
An experiment is an organized series of steps used to test a hypothesis. Experimental design is a specific
set of directions for designing and carrying out an experiment, so that the results are as valid as possible.
Experimental design seeks to eliminate experimental error and to insure that the results are due to the
factor being tested.
The following vocabulary is used in experimental design:
o Test Variable: The factor controlled by the experimenter. This might also be described as the
change made by the experimenter on purpose. It is sometimes called the manipulated variable
o Outcome Variable: The factor that changes because of what the experimenter does. The
dependent variable is the change that occurs because of what the experimenter does. It is
sometimes called the responding variable.
o Constant Variable: The factor(s) that remain the same so that there is only one variable that is
tested.
o Repeated Trials: The number of times that the experiment is done.
Problem Statement/Research Question: “What factors contribute to the strength of pasta bridge?”
Hypothesis
Test your hypothesis
Test Variable:
Outcome Variable:
Constant Variable(s):
EL8_2015
27
Student
Procedures
Data Collection
EL8_2015
28
Student
Conclusion
Research Question: “What factors contribute to the strength of pasta bridge?”
Claim: (Make a statement that answers the research question, based on what you observed
in the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim. Include information from observations and notes from video.)
EL8_2015
29
Student
Evaluation:
1. A scientist conducts many observations and experiments, and in the process he discovers new
information. However, the new information does NOT support the current scientific theory.
What should happen to the newly discovered information?
A. The new information should be thrown out because it does not fit.
B. The scientist must be wrong, so his experiments should be repeated.
C. The scientist should try to make his information agree with the current theory.
D. The theory should be changed to consider the newly discovered information.
2. Andy wants to know if heavier carts roll down a ramp faster than lighter carts. He has some carts with
big wheels, others with small wheels, and wooden blocks to vary the carts' weight. Each block weighs
the same, and he'll use the same ramp for each trial. Which three carts would be best for Andy's
experiment?
A. A, B, and D
B. A, C, and E
C. C, E, and F
D. B, C, and D
3. Randy's science teacher is giving a demonstration to show how a metal reacts with different acids. He
places a small piece of the metal in each of three beakers containing a solution of a different acid. He
adds a piece of the metal to a fourth beaker that contains only water. What is the purpose of the fourth
beaker?
A. It ensures that the hypothesis will be correct.
B. It provides more data to include in a lab report
C. It adds an independent variable to the experiment.
D. It is the control and serves as the basis for comparison
EL8_2015
30
Teacher
“WHAT’S THE MATTER?” INQUIRY LAB
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of the
sample.
SC.8.P.9.2. Differentiate between physical changes and chemical changes.
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.
Purpose
 Students will identify different classes of matter based on physical properties by separating a mixture.
 Students will observe and explore the properties of different substances.
 Students will test how different substances interact with each other
 Students will test how temperature influences chemical changes.
Prior Knowledge:
Matter is divided into the four basic states of solid, liquid, gas, and plasma. Matter is classified based on
composition. Matter is identified by its characteristic physical properties. Physical properties are those
that can be determined without altering the composition of the substance, such as, color, odor, density,
strength, elasticity, magnetism, and solubility. Chemical properties are descriptions of the substance and
its reactions with other substances to create new substances with new properties. These chemical
properties are identified through chemical reactions. Evidence of a chemical reaction possibly occurring
can be seen through a color change, temperature change, evolution of a gas, and the formation of a new
substance.
Materials (per group):
Part 1 – Separating Mixture
 Mystery Mixture (sugar,
sand, water, wood chips, and
iron fillings or staples)
 Hot Plate
 Triple Beam Balance

Coffee Filter

Magnet


Beaker
Thermometer

Graduated Cylinder
Part 2 – Physical & Chemical Changes
 Test tubes
 Magnet
 Wooden Splints
 Thermometer
 Water
 Baking Soda
 Effervescent tablet
 Salt



Magnifying glass
Hot Plate
Iron Fillings



Graduated Cylinder
Small beaker
Vinegar
Procedures for Teacher
Teacher will create mystery mixture in a beaker for each lab group, which consists of
Before
sugar, sand, water, wood chips, and iron (fillings or staples).
Activity
Engage:
Teacher will engage students through the following activities:
1. “Mystery balloons”: place common objects or materials (penny, key, battery,
flour, etc.) in deflated rubber balloons and tie the balloons. Have students use
their senses to try to identify the contents based on physical properties.
2. Show Study Jams-Properties of Matter.
EL8_2015
31
Teacher
During
Activity
Teacher will explain that this lab will be done in three parts—part 1 is separating a
mixture, part 2 is identifying characteristics of separated samples, and part 3 is an
introduction into physical and chemical changes.
Teacher will pass out student hand out to begin activity and will pass out the mystery
mixture.
Explore:
Part 1 – Separating Mixtures
Teacher will ask students to examine the mystery mixture and think about how they
would separate it.
Teacher will ask students to create a set of procedures that can be replicated to separate
the mixture.
The possible steps are written in red. Students should create their OWN procedures.
1. Run magnet through mixture to separate iron based on magnetism.
2. Pour water over mixture to separate wood based on density. Wood is less dense
than water.
3. Use filter to remove sand from mixture since sand is not soluble in water.
4. Use hot plate to separate sugar from water. Water will evaporate first since it
has a lower boiling point than sugar.
If students are having difficulty coming up with procedures, ask them to list the
properties of matter (magnetism, density, particle size, and solubility)
After students create procedures, pass out materials and have them execute their
investigation.
Teacher will monitor as students answer the following questions:
1. How did you separate the materials in the beaker? Answers will vary.
2. Why is it important for scientists to write detailed procedures? So that other
scientists can replicate the study and verify the validity of the results.
3. Would the physical properties of a material change if the size of the material is
changed? Explain. No, physical properties are independent of sample size.
4. Did you have to completely alter /chemically change any of the materials to
measure their physical properties? Explain. No, can measure physical properties
without changing the substance.
Part 2 – Identifying Properties & Part 3 – Physical & Chemical Changes
After students execute procedures, review with class the methods used in separating
mixtures. Teacher will then tell students to move to the second part of the lab.
Teacher will circulate and monitor as students answer the table.
When students are done with Part 2, allow them to move on to Part 3.
Students will follow procedures and collect data.
Teacher will monitor as students answer the following questions:
1. How do you determine which sample is the most soluble? List the samples from
highest to lowest solubility. I determined solubility by mixing the substance with
water and observed how quickly and easily it dissolved.
2. How could you determine the difference between water and vinegar? Which
physical properties were different between these liquids? Water and vinegar have
different odors, which is a physical property that we use to help determine its
identity.
EL8_2015
32
Teacher
Important Note: Students may not know what the difference is between a physical and
chemical change. This activity is to get students thinking about physical and chemical
changes for the next topic.
After Activity Explain and Elaborate:
After students have completed the lab procedures they should discuss the following
conclusion questions:
How did you determine whether you thought the mixture was physical or a
chemical change? Explain your reasoning. Answers may vary because students
may not know explicitly the difference between a physical and chemical change.
Ideally, they would explain that physical changes only change its shape or size
without changing the molecules or chemical composition of the object. Chemical
changes create new substances or cannot be turned back to what is original was.
Scientists often find mysterious materials. Explain how physical properties are
important for identifying unknown substances. Scientists can use the various
physical properties such as melting point, boiling point, thermal or electrical
conductivity, magnetism, density and solubility of the unknown substance to
compare to known substances and correctly identify the substance or discover a
new substance.
Evaluate:
Evaluate student understanding of objectives through conclusion writing using the
Claim-Evidence-Reasoning based on the problem statement.
FCAT Connections:
1. Rafael broke a small twig off a tree and threw it in the lake. It floated away. If he
could somehow push the whole tree into the lake and it floated, which of the
following would explain why it floats?
A. The temperature of the tree is less than the temperature of the water.
B. The volume of the tree is less than the volume of the water.
C. The mass of the tree is less than the mass of the water.
D. The density of the tree is less than the density of the water.
2. Ryan boiled a liter of water and then stirred sugar into it, adding more sugar until no
more would dissolve in the water, creating a saturated solution. If he pours more
sugar into it after it has had a chance to cool, what will most likely happen?
A. All of the sugar will come out of solution, and pure water will float to the top.
B. If he stirs constantly, the sugar will form into one large sugar crystal.
C. The added sugar will sink to the bottom.
D. The added sugar will dissolve in the water.
EL8_2015
33
Teacher
3. Sarah is completing a lab in which she is required to identify an unknown substance.
She records several observations and measurements of the substance. Which of the
following properties will be most helpful to Sarah in making a correct identification?
A. Density
B. Mass
C. Volume
D. Weight
4. Katie's teacher has given her a sample that contains a mixture of salt, sand, and iron
filings. She is instructed to separate the mixture into the three individual components.
What would be the best physical property to focus on for the first step in separating the
mixture?
A. Density
B. Electrical conductivity
C. Magnetism
D. Melting point
Answer key for questions after ARTICLE TITLE HERE
1)
EL8_2015
2)
34
Student
“WHAT’S THE MATTER?” INQUIRY LAB
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of the
sample.
SC.8.P.9.2. Differentiate between physical changes and chemical changes.
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.
Purpose
 Identify different classes of matter based on physical properties by separating a mixture.
 Observe and explore the properties of different substances.
 Test how different substances interact with each other
 Test how temperature influences chemical changes.
Problem Statement/Research Questions: “How can physical properties be used to identify and isolate a
specific substance?”
Background:
Matter is divided into the four basic states of solid, liquid, gas, and plasma. Matter is classified based on
composition. Materials can be identified by characteristic physical properties. Physical properties are
those that can be demonstrated or measured without altering the composition of the substance, such as,
color, density, conductivity, elasticity, magnetism, and solubility. Chemical properties are descriptions of
the substance and its reactions with other substances to create new substances with new properties. These
chemical properties are identified through chemical reactions. Evidence of a chemical reaction possibly
occurring can be seen through a color change, temperature change, evolution of a gas, and the formation
of a new substance.
Part 1: Separating Matter
Purpose: You will design your own method to separate the mystery mixture based on physical properties
of each substance.
Observations:
1. What substances do you think are in the mystery mixture? Explain your reasoning.
2. What are physical properties that we use to identify substances?
Scientific Question:
EL8_2015
35
Student
Procedures:
Material
Separating Matter Data Table 1
Physical Property used to
Explanation
separate from mixture
Sugar
Sand
Wood
Iron
Analysis Questions
1. How did you separate the materials in the beaker?
EL8_2015
36
Student
2. Why is it important for scientists to write detailed procedures?
3. Would the physical properties of a material change if the size of the material is changed? Explain.
4. Did you have to completely alter /chemically change any of the materials to measure their physical
properties? Explain.
Part 2: Identifying Physical Properties of Matter
Procedures
1. Examine each sample in the test tube and record your observations in Table 1.
2. Use a magnifying glass if necessary to describe the particle size as small, medium, large, crystal-structure,
etc. Be as descriptive as you can.
3. Use the magnet to test each sample for magnetic properties.
4. Test the solubility of the solids by taking half of the sample and mixing it in a new test tube that has 5 mL
of water. Use a wooden splint to mix the substance with the water and record observations.
Data
Sample
Water
Vinegar
Salt
Baking Soda
Iron fillings
Effervescent
Tablet
EL8_2015
Identifying Physical Properties Data Table 2
Color
Odor
Particle Size
Magnetic?
Soluble?
N/A
N/A
State of Matter
37
Student
1. How do you determine which sample is the most soluble? List the samples from highest to lowest
solubility.
2. How could you determine the difference between water and vinegar? Which physical properties were
different between these liquids?
1.
2.
3.
4.
Part 3: Physical and Chemical Changes
Mix water with salt and record your observations in Table 2.
Mix the iron fillings with hydrogen peroxide and record observations in Table 2.
Mix the hydrogen peroxide with water and record observations in Table 2.
Mix vinegar with baking soda and record observations in Table 2.
Mixture
Table 2
Observations
Physical or Chemical Change?
Water and Salt
Water and Effervescent Tablet
Vinegar and Baking Soda
Conclusion Questions
How did you determine whether you thought the mixture was physical or a chemical change? Explain
your reasoning.
Scientists often find mysterious materials. Explain how physical properties are important for identifying
unknown substances.
EL8_2015
38
Student
Problem Statement/Research Questions: “How can physical properties be used to identify and
isolate a specific substance?”
Claim: (Make a statement that answers the research question, based on what you observed
in the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim.
EL8_2015
39
Student
Evaluation:
1. Rafael broke a small twig off a tree and threw it in the lake. It floated away. If he could somehow push
the whole tree into the lake and it floated, which of the following would explain why it floats?
A. The temperature of the tree is less than the temperature of the water.
B. The volume of the tree is less than the volume of the water.
C. The mass of the tree is less than the mass of the water.
D. The density of the tree is less than the density of the water.
2. Ryan boiled a liter of water and then stirred sugar into it, adding more sugar until no more would
dissolve in the water, creating a saturated solution. If he pours more sugar into it after it has had a
chance to cool, what will most likely happen?
A. All of the sugar will come out of solution, and pure water will float to the top.
B. If he stirs constantly, the sugar will form into one large sugar crystal.
C. The added sugar will sink to the bottom.
D. The added sugar will dissolve in the water.
3. Sarah is completing a lab in which she is required to identify an unknown substance. She records
several observations and measurements of the substance. Which of the following properties will be most
helpful to Sarah in making a correct identification?
A. Density
B. Mass
C. Volume
D. Weight
4. Katie's teacher has given her a sample that contains a mixture of salt, sand, and iron filings. She is
instructed to separate the mixture into the three individual components. What would be the best physical
property to focus on for the first step in separating the mixture?
A. Density
B. Electrical conductivity
C. Magnetism
D. Melting point
EL8_2015
40
Teacher
Project Based STEM Activities for Middle Grades Science
Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a
student-centered learning environment in which students investigate and engineer solutions to realworld problems, and construct evidence-based explanations of real-world phenomena within their
science content. Students are also provided the opportunity to re-design models they have
developed, based on peer feedback and reviews. Through these engineering practices within the
content, students can gain a deeper understanding of science and are exposed to how STEM
relates to their education and future career goals.
Boat Challenge
Engagement or
Introduction:
Standard
Alignment:
Teacher Set-Up
Suggested Student
Timeframe:
Cross-Curricular
Standards:
Introduce the challenge and show video of the basic hull designs.
https://www.youtube.com/watch?v=Us-k6KwBNKI
SC.8.N.1.1: Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.2.2: Discuss what characterizes science and its methods.
SC.8.N.4.1: Explain that science is one of the processes that can be used to inform
decision making at the community, state, national, and international levels.
SC.8.P.8.3: Explore and describe the densities of various materials through
measurement of their masses and volumes.
2 Block periods/4 traditional periods
LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out
experiments, taking measurements or performing technical tasks.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including
a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear pronunciation.
Define
Problem/Scenario:
Expected Task:
Your company wants to be hired to transport building materials from Miami Beach to
Fisher Island at the lowest possible cost. Cost of fuel is very expensive and your team
needs to construct the most energy efficient boat possible.
Build a boat that can hold the most mass without sinking.
Research and
Citations:
Written information by the students about the need or problem being solved with
citations noted.
Step
2
Res
earc
h
the
Nee
d or
Prob
lem
Step 1
Identify the
Need or
Problem
MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities. Describe patterns such
as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
EL8_2015
41
Teacher
Step 7
Communic
ate the
Solution(s)
Step 6
Test and Evaluate
the Solution(s)
Step 4
Select the
Best Possible
Solution(s)/
Step 5
Construct a
Prototype
Step 3
Develop
Possible
Solution(s)
Vocabulary:
Criteria:
Constraints:
Materials:
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Project Summary:
Presentation of
Final Solution:
Step 8
Redesign
Re-designing of
the Prototype
Teacher Notes:
EL8_2015
mass, volume, density, buoyancy, gravity, balanced forces, unbalanced forces,
design, solution, test

Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1 plastic straws= $250

Each group should consist of 3-4 students

Maximum Budget for construction materials $5,000
Plastic tub, pennies (may substitute with paper clips, plastic cubes or any standard
weight), ruler, electronic scale or triple beam balance.
Brainstorm ways in which to design the boat with the fewest materials possible. Create
a sketch of the design of the boat that will keep the boat afloat and balanced. Think of
ways to reinforce the bottom and how to make the walls to keep the water out. Then
build the model to replicate the sketch using the materials provided.
Test the boat and record the maximum amount of pennies (mass) before the boat
sinks. Record the surface area of the boat.

How did you prioritize the budget with the design of your team’s boat?

How did you choose which design to build?

What research did you use to design your boat?

What other designs did you consider for your boat?

What would you improve in the design of your boat?
Each team will create a “pitch” (poster, PowerPoint, etc.) presentation to their
company’s boat and the reason their boat had the most efficient design.
Students will present their team’s boat design and budget to the class. They will test to
see the maximum mass that their boat can hold. A class data chart will be constructed
where the surface area of the boat and maximum mass is recorded per team.
Students will adjust or re-design their boat and re-test based on peer reviews, teacher
input, and analysis of proposed solution.

Record surface area of the bottom of the boat before testing.

Maximum mass is the number of pennies before the boat sinks.
42
Step 2
Research
the Need
or
Problem
Step 1
Identify the
Need or
Problem
Project: _______________________________
Define
Problem/Scenario:
Expected Task:
Step 3
Develop Possible
Solution(s)
Step 4
Select the
Best
Possible
Solution (s)/
Step 5
Construct a
Prototype
Step 6
Test and Evaluate the
Solution(s)
Step 7
Communicate the
Solution(s)
Step 8
Redesign
Your company wants to be hired to transport building materials
from Miami Beach to Fisher Island at the lowest possible cost.
Cost of fuel is very expensive and your team needs to construct
the most energy efficient boat possible.
Build a boat that can hold the most mass without sinking.
Research and
Citations:
Vocabulary:
Criteria:
EL8_2015
Score: _________________
Constraints:
Materials:
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Project Summary:
Presentation of
Final Solution:
Re-designing of
the Prototype
mass, volume, density, buoyancy, gravity, balanced forces,
unbalanced forces, design, solution, test

Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1
plastic straws= $250

Each group should consist of 3-4 students

Maximum Budget for construction materials $5,000
Plastic tub, pennies (may substitute with paper clips, plastic
cubes or any standard weight), ruler, electronic scale or triple
beam balance.
Brainstorm ways in which to design the boat with the fewest
materials possible. Create a sketch of the design of the boat
that will keep the boat afloat and balanced. Think of ways to
reinforce the bottom and how to make the walls to keep the
water out. Then build the model to replicate the sketch using the
materials provided.
Test the boat and record the maximum amount of pennies
(mass) before the boat sinks. Record the surface area of the
boat.

How did you prioritize the budget with the design of your
team’s boat?

How did you choose which design to build?

What research did you use to design your boat?

What other designs did you consider for your boat?

What would you improve in the design of your boat?
Your team will create a “pitch” (poster, PowerPoint, etc.)
presentation for your company’s boat and the reason your boat
had the most efficient design.
Students will present their team’s boat design and budget to the
class. They will test to see the maximum mass that their boat
can hold. Record the surface area of your boat and maximum
mass it can hold.
Adjust or re-design your boat and re-test based on peer
reviews, teacher input, and analysis of proposed solution.
43
Teacher
PHYSICAL CHANGES & CHEMICAL CHANGES IN MATTER
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1
and SC.8.P.9.3.)
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of
the sample.
Purpose:
 Students will differentiate between physical changes and chemical changes by mixing a variety of
substances in test tubes with red cabbage juice.
Problem Statement: How can you differentiate between a physical and chemical change?
Important Notes:
 There are two versions of this lab with separate directions for each outlined in the “Procedure”
table.
 The use of vinegar and calcium chloride will need to be accompanied by the use of a ventilation
fan in case of nasal sensitivity, allergy issues, or asthma. Be sure to read precautions on the
calcium chloride container. Calcium chloride can burn the skin. Students should use gloves when
handling this substance. If you prepare small cups with quantities for each set of students you
may want to cover the cups to prevent inhalation issues.
Guiding Questions:
 How does changing what you add to each substance affect it? Answers may vary.
 How could you explain the similarities and differences between what you see before you start your
investigation and after you have completed your tests? Answers may vary.
 What is a physical change? Any change that changes a substance’s shape, texture, or other
physical property without altering its chemical composition.
 What is a chemical change? Any change that alters the chemical composition of a substance.
 How can you tell if a substance has stayed the same or changed into a new substance? A substance
has undergone a chemical change when a gas is released, a precipitate has formed, an odor is
released, or when its color changes (although sometimes color changes don’t always necessarily
mean a chemical change occurred).
Materials (per group)
 Beakers (2)
 Test tubes (6)
 Test tube rack
 Thermometer
 Stirrers
 Water
 Milk
 Vinegar
 Cabbage Juice
 Baking Soda
 Calcium Chloride
Procedure Option A (Teacher Directed)
Before
Preparation
 Teacher will prepare test tubes, all of which contain purple cabbage juice, about 510 ml depending on the size of test tubes.
Engage
 Teacher may demonstrate different changes (both physical and chemical) in front
of students without telling what is happening.
EL8_2015
44
Teacher

During
Teacher may also play videos of physical and chemical changes that occur in
matter.
Explore
 Teacher will direct to students to work together for this option.
 Teacher will explain that students will have 5 test tubes filled with cabbage
juice to test materials for reactions.
 Teacher will list what each test tube is to test.
 Students will write their predictions as to what they think will happen.
 Students will test 5 liquids/materials with the cabbage juice:
o Test tube 1: water (5 ml)
o Test tube 2: vinegar (5 ml)
o Test tube 3: baking soda (a pinch or ¼ a small spoonful)
o Test tube 4: calcium carbonate (¼ a small spoonful)
o Test tube 5: milk (5 ml)
 Teacher will instruct students on how to mix materials and how to take the
temperature of each test tube before and during the reaction.
 Be sure students clean the thermometer between each reaction to avoid cross
reactions.
 Students will write down their observations.
Explain
 The teacher will write vocabulary on the board and ask students to use these
terms during their discussions:
Substance
Temperature
Change of State
Mixture
Solution
Property
Solid
Liquid
Gas

After
The teacher will facilitate student discussions of the Guiding Questions.
Elaborate
 The teacher will give a demonstration at the end of the activity that involves mixing
vinegar, purple cabbage juice, milk, baking soda, and calcium chloride. Students
will make predictions, discuss, and explain the physical and/or chemical changes
they think are involved (Predict/Observe/Explain).
 You may also want to talk about how purple cabbage juice is also used to tell
whether or not something is an acid or a base, and tell students it is something they
will also be learning about. When the cabbage juice changes color, it is a chemical
change resulting in either blue (bases) or red (acids).
Evaluate
 Students will write a Claim-Evidence-Reasoning Conclusion to the lab activity
using evidence to support their reasoning as to whether a chemical or physical
change occurred in each combination.
Procedure Option B (Inquiry)
Before
Preparation
 Teacher will set up test tubes on test tube rack.
 Teacher will set up a tray of all materials/liquids for students to choose from, but
EL8_2015
45
Teacher
will not place in test tubes as to allow students to create their own combinations.
Engage
 Teacher may demonstrate different changes (both physical and chemical) in front
of students without telling what is happening.
 Teacher may also play videos of physical and chemical changes that occur in
matter.
During
Explore
 Teacher will direct to students to work in groups of 2 or 3 to design an experiment
to test each substance.
 Teacher will direct students to write out their procedures and include a table that
organizes their data and shows each liquid being tested both with the other liquids
and with the two solids. The table should also include space for documenting
observations before and after testing each substance.
 Teacher will instruct students on how to mix materials and how to take the
temperature of each test tube before and during the reaction.
 Be sure students clean the thermometer between each reaction to avoid cross
reactions.
 Students will write down their observations.
Explain
 The teacher will write vocabulary on the board and ask students to use these terms
during their discussions:
Substance
Temperature
Change of State
Mixture
Solution
Property
Solid
Liquid
Gas

After
The teacher will facilitate student discussions of the Guiding Questions.
Elaborate
 The teacher will give a demonstration at the end of the activity that involves mixing
vinegar, purple cabbage juice, milk, baking soda, and calcium chloride. Students
will make predictions, discuss, and explain the physical and/or chemical changes
they think are involved (Predict/Observe/Explain).
 You may also want to talk about how purple cabbage juice is also used to tell
whether or not something is an acid or a base, and tell students it is something they
will also be learning about. When the cabbage juice changes color, it is a chemical
change resulting in either blue (bases) or red (acids).
Evaluate

Students will write a Claim-Evidence-Reasoning Conclusion to the lab activity
using evidence to support their reasoning as to whether a chemical or physical
change occurred in each combination.
EL8_2015
46
Teacher
FCAT Connection:
1. Hilary put some ice cubes in a glass of water, and the ice cubes melted. What is the
best evidence she can use to show that the melting of the ice is a purely physical
change and not a chemical change?
A. Even though the ice and the liquid water look different, they can be shown to be
made of the same molecules.
B. When liquid water is put into the freezer and cooled long enough, it will change
into a solid form.
C. She did not need to add any extra heat in order to get the ice to melt in the glass of
water.
D. Although ice is more difficult to see through than liquid water, it does not change
color when it melts.
2. Which of the following is an example of a chemical change?
A.
B.
C.
D.
freezing water to make ice
boiling water to make steam
making salt water from salt and water
separating water into hydrogen and oxygen
3. Which of the following events involves a chemical change?
A.
B.
C.
D.
A cake rises in the oven.
Salt is dissolved in warm water.
A pencil is broken into two pieces.
Sandy water is filtered to extract the sand from the water.
4. Which of the flowing is an example of a chemical change?
A.
B.
C.
D.
A rock breaks into pebbles.
Wood burns and becomes charcoal.
Water boils and changes from a liquid to a gas.
Dry ice (solid carbon dioxide) sublimes into carbon dioxide gas.
Reading Passage Answer Key
1. C 2. B 3. A
EL8_2015
47
Student
OPTION A
PHYSICAL CHANGES & CHEMICAL CHANGES IN MATTER
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1
and SC.8.P.9.3.)
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of
the sample.
Purpose: You will design your experiment to test the reactions of different liquids and solids to
differentiate between physical changes and chemical changes.
Prediction: Predict whether you think a physical change or a chemical change will occur when each of
the following substances is mixed with red cabbage juice.
Substance
Physical or Chemical Change?
1
Water
2
Vinegar
3
Baking Soda
4
Calcium Carbonate
5
Milk
Procedures:
1. Gather materials and safety equipment. Label test tubes with numbers 1-5. All test tubes have red
cabbage juice.
2. Take the temperature of the cabbage juice in each test tube and record in table.
3. Pour 5mL of water into test tube 1 and record the temperature and any changes you observe.
4. Repeat step #3 for 5mL vinegar in test tube 2, a pinch of baking soda in test tube 3, ¼ spoonful of
calcium carbonate in test tube 4, and 5mL of milk in test tube 5.
Observation Table:
Substance
1
Water
2
Vinegar
3
Baking Soda
4
Calcium Carbonate
5
Milk
EL8_2015
Record Observations
Physical or Chemical Change?
Temp. Before
Temp. After
48
Student
Reflection Questions:
1. How could you explain the similarities and differences between what you see before you start your
investigation and after you have completed your tests?
2. What is a physical change?
3. What is a chemical change?
4. How can you tell something has stayed the same or changed into something new?
Conclusion:
Problem Statement: How can you differentiate between a physical and chemical change?
Claim: (Make a statement that answers the research question, based on what you observed
in the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim. Include information from observations and notes from video.)
EL8_2015
49
Student
OPTION B
PHYSICAL CHANGES & CHEMICAL CHANGES IN MATTER
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1
and SC.8.P.9.3.)
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of
the sample.
Purpose: You will design your experiment to test the reactions of different liquids and solids to
differentiate between physical changes and chemical changes.
Problem Statement: How can you differentiate between a physical and chemical change?
Preparation: List the substances your group will combine and write down your prediction in the table
below.
Substance 1
Substance 2
Physical or Chemical Change?
Procedures:
EL8_2015
50
Student
Observation Table:
Reflection Questions:
1. How does changing what you add to each substance affect it?
2. How could you explain the similarities and differences between what you see before you start your
investigation and after you have completed your tests?
3. What is a physical change?
4. What is a chemical change?
5. How can you tell something has stayed the same or changed into something new?
Conclusion:
Problem Statement: How can you differentiate between a physical and chemical change?
Claim: (Make a statement that answers the research question, based on what you observed
in the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim.)
EL8_2015
51
Student
Evaluation
1. Hilary put some ice cubes in a glass of water, and the ice cubes melted. What is the best evidence she
can use to show that the melting of the ice is a purely physical change and not a chemical change?
A. Even though the ice and the liquid water look different, they can be shown to be made of the same
molecules.
B. When liquid water is put into the freezer and cooled long enough, it will change into a solid form.
C. She did not need to add any extra heat in order to get the ice to melt in the glass of water.
D. Although ice is more difficult to see through than liquid water, it does not change color when it
melts.
2. Which of the following is an example of a chemical change?
A.
B.
C.
D.
freezing water to make ice
boiling water to make steam
making salt water from salt and water
separating water into hydrogen and oxygen
3. Which of the following events involves a chemical change?
A.
B.
C.
D.
A cake rises in the oven.
Salt is dissolved in warm water.
A pencil is broken into two pieces.
Sandy water is filtered to extract the sand from the water.
4. Which of the flowing is an example of a chemical change?
A.
B.
C.
D.
A rock breaks into pebbles.
Wood burns and becomes charcoal.
Water boils and changes from a liquid to a gas.
Dry ice (solid carbon dioxide) sublimes into carbon dioxide gas.
EL8_2015
52
Student
Geologists develop weapons to combat that sinkhole feeling
By Alexandra Witze
April 15, 2013
What do five Porsches, several Kentucky thoroughbreds and a three-story building in Guatemala City
have in common? They’ve all been swallowed by sinkholes.
Sadly, the sudden cave-ins sometimes claim people’s lives as well. On February 28 the earth opened up
underneath the Seffner, Fla., bedroom of Jeff Bush, entombing him. The freak accident highlighted
Florida’s vulnerability to sinkholes, and the seemingly sheer randomness of death by earth.
But geologists are fighting back. The battle isn’t just one man versus the ground; it’s science versus
society’s tendency to put structures in harm’s way.
Sinkholes are just one manifestation of a much larger geographic phenomenon known as karst. You’ve
seen karst landscapes if you’ve been through the Hill Country of central Texas or to Mammoth Cave in
Kentucky. Karst can form anywhere you get rock that is easily dissolved — like limestone or its chemical
relative, dolomite — and water draining through that rock.
Runoff from rain, streams or lakes percolates through the soil and picks up carbon dioxide on the way,
becoming slightly acidic. The acid reacts with the soft rock and chews away at it, widening tiny cracks
into larger fissures. Eventually, the subterranean landscape can get honeycombed with caves, chambers
and other hollows. If your house is right atop one of those buried empty spaces, you may be in trouble —
because the fragile barrier between yourself and the void can easily give way.
Karst is common stuff, making up some 20 to 25 percent of all the land surface on Earth. Roughly 40
percent of the United States east of Oklahoma is karst, including large swaths of Pennsylvania, Tennessee,
Kentucky and Georgia.
And, of course, Florida. Nearly the entire state sits on a thin veneer of limestone and dolomite rock.
Water, too, is key; drain underground aquifers for drinking or agriculture, and the ground suddenly
becomes more unstable and prone to collapse. During a cold snap in 2010, farmers in the state strawberry
capital of Plant City pumped millions of gallons of underground water onto their crops to save them —
but ended up causing dozens of sinkholes. Some popped up perilously near the interstate, and one Plant
City woman nearly got sucked into her backyard twice, both that year and the year after.
The litany of sinkhole disasters in the Southeast reads like a horror novel for insurance executives. Those
thoroughbred horses? They vanished among the bluegrass country of Kentucky. The five Porsches? They
met their end in Winter Park, Fla., a manicured suburb near the family playgrounds of Orlando, when a
100-meter-wide hole opened suddenly on May 8, 1981.
State legislators created the Florida Sinkhole Research Institute the following year. But it lasted for only
about a decade before people once again forgot about the threat beneath their feet. Now, the Florida
Geological Survey maintains the only database of sinkholes across the state — or what it calls
“subsidence incidents,” as most have not been checked by a professional engineer.
EL8_2015
53
Student
People are going to keep moving to karst-rich regions, and keep on draining the water out of them. The
question is whether scientists can do anything about the sinkholes that are sure to follow.
There are some glimmers of hope. Engineers in Italy and Spain, two countries with some spectacular
landscapes underlain by karst, have developed new methods to predict which areas are most likely to fail
first. Italian scientists recently combined ground-penetrating radar and electrical studies of the soil to spot
buried anomalies that may represent earth about to give way. In northeastern Spain, researchers used
mapping software to combine dozens of layers of geographic information and pinpoint which areas are
most susceptible.
In New Mexico, students of sinkholes are even looking to space. After a salt well collapsed in the town of
Artesia in 2008, environmental engineers started probing whether similar wells in other towns may also
be at risk. The researchers used radar signals bounced off the ground by satellites that measure how long
the pulses take to return to space. This technique can determine whether a spot on the planet’s surface is
rising or falling over time, such as near a volcano on the verge of erupting or a sinkhole about to form.
Luckily, the satellite data showed that all is well in New Mexico — at least for now, the researchers report
in an upcoming issue of a journal called, yes, Carbonates and Evaporites. But Florida can’t say the same.
In late March, a second sinkhole opened in Seffner. It is just two miles from where the ground killed Jeff
Bush in his bed.
https://www.sciencenews.org/article/geologists-develop-weapons-combat-sinkhole-feeling
Questions
1. The contents of a test tube are added to a flask containing another substance. What must be known about
the resulting mixture in the flask in order to state that a chemical reaction has occurred?
A. The identity of the mixture must be known as a new mixture means a chemical change has taken
place.
B. The new mixture must have a higher temperature to prove that a chemical reaction has taken place.
C. The resulting mixture must contain a newly formed substance with different properties from the
original substances.
D. The color of the mixture must change if a new substance is formed proving that a chemical change
occurred.
2. According to the passage, sinkholes are formed when runoff becomes acidic and reacts with rocks,
widening cracks into large fissures. At what point is the change in landscape a chemical change?
A. When runoff becomes acidic
B. When runoff reacts with the rocks
C. When the rocks crack
D. When the land starts to sink
3. According to the passage, how do geologists use properties of matter to help solve problems caused by
subsidence incidents?
A. Geologists study the physical and chemical properties of karst to predict where sinkholes occur
B. Geologists use physical properties of sinkholes to build better homes there
C. Geologists use chemical properties of sinkholes to add water to certain areas
D. Geologists use the physical and chemical properties of the soil to build aquifers
EL8_2015
54
Teacher
CONSERVATION OF MASS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved
when substances undergo physical and chemical changes. (Assessed as SC.8.P.9.2)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and
SC.8.P.9.3.)
Background information:
The “Law of Conservation of Mass” states that when matter goes through a physical or chemical change,
the amount of matter stays the same before and after the changes occur. In other words, matter cannot be
created or destroyed.
Materials:
 Graduated Cylinder
 Erlenmeyer Flask
 Balloon
 Baking Soda
 Triple Beam Balance
 Spoon
Before
activity:
What the teacher will do:
Engage:
Teacher burns a small piece of paper inside of a beaker. Teacher asks students: “What
happened to the paper?; Is there the same amount of matter in the beaker before and
after?; Where did the matter go?; How can you tell?; What type of change did you
observe: physical or chemical?”.
Have students use the background information to develop a problem statement.
During
activity:
What the teacher will do:
Explore
a. Monitor students to make sure they are remaining on task and are following proper
lab protocol.
b. Review the experimental design diagram by asking individual students in groups to
explain the different parts of the experiment.
1. Follow laboratory procedural plan; making sure to model proper laboratory
safety and use of equipment.
2. While walking around, ask students within their group what is the temperature
in the thermometer to make sure they remember how to read it.
3. Emphasize importance of data collection by groups.
c. Have students use the Discussion Questions provided to apply the exploration to
expected learning.
Answer Key:
1. Name the reactants: Baking Soda and Vinegar
2. Name the products: Sodium Acetate, Water, and Carbon Dioxide
EL8_2015
55
Teacher
3. Name the gas produced: Carbon Dioxide
4. Compare the mass of the closed system before and after the reaction. Explain your results.
(The mass of the closed system before and after the reaction were the same because matter
cannot be create nor destroyed
5. Were any new elements introduced into the closed system? Where did the gas come from?
Explain. NO. The law of conservation of mass states that in any chemical reaction, matter
is neither created nor destroyed. Therefore, in a balanced chemical equation you must have
the same number of atoms of each element on either side of the equation. The gas came
from the baking soda and vinegar
6. What evidence did you observe to indicate that a chemical reaction took place? (Bubbles
indicated that a chemical reaction took place, also a new substance was form and gas was
given off which inflated the balloon)
7. After the gas was released, what happened to the mass of the system and why? (The mass
of the system decreased because the system was no longer closed. Some matter escaped
(the gas) which caused the mass to decreased
8. Did your results support this statement? Why/Why Not?
What the teacher will do:
Explain
Have students complete the Claim-Evidence-Reasoning to respond to their own
problem statement.
Elaborate
Design and create a model to describe the flow of energy and cycling of matter in a
food web.
Evaluate:
Create a poster that defines and illustrates the Law of Conservation of Mass.
FCAT Connection
After
activity:
1. A student adds water and sugar to a jar and seals the jar so that nothing can get in
or out. The student then finds the mass of the jar containing the water and sugar.
After some sugar dissolves, the student finds the mass of the jar and its contents
again.
What will happen to the mass of the jar containing the water and sugar after some of
the sugar dissolves?
EL8_2015
56
Teacher
A.
B.
C.
D.
The mass will stay the same.
The mass will increase.
The mass will decrease.
The mass will depend on how much sugar dissolves.
2. Joey is performing an experiment in science class. He mixes two liquids in a test
tube, and gas bubbles appear at the surface of the test tube. Which of the following
describes what is most likely taking place?
A. A physical change is causing a change in phase from liquid to gas.
B. A chemical change has caused the liquids to undergo combustion and gas is
escaping.
C. A physical change is causing the solution to exhibit different properties than the
original substances.
D. A chemical change has resulted in the production of a new substance, which is
being given off as a gas.
3. Suppose you put popcorn kernels into an airtight popcorn popper and measure the
mass of the popper and measure the mass of the popper with the kernels. After the
popcorn has popped, what would you expect to find regarding the mass of the
popper and the popcorn?
A. The mass after popping will be less than the original mass because the popped
corn is less dense than the kernels.
B. The mass after popping will be equal to the original mass because the airtight
container did not allow any materials to enter or leave the popper.
C. The mass after popping will be greater than the original mass because the
volume of the popped corn is greater than that of the kernels.
D. The mass after popping will not be able to be determined accurately because of
the steam that is released from the kernels during the popping.
EL8_2015
57
Student
CONSERVATION OF MASS
SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (AA)
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of
ways to produce compounds that make up all of the living and nonliving things that we encounter. (AA) (Also
assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and
SC.8.P.9.3.)
Purpose: You will test the law of conservation of mass by creating a reaction of chemicals and measuring
the mass before and after of the reaction.
Problem Statement
Hypothesis
Materials
 Graduated Cylinder
 Erlenmeyer Flask
 Balloon
 Baking Soda
 Triple Beam Balance or electronic scale
 Spoon
Procedure - Part 1:
1. Using your graduated cylinder, measure 50 mL of vinegar.
2. Add the vinegar to your 125 mL Erlenmeyer flask.
3. Stretch your balloon out for about a minute so that it will inflate easily.
4. Using the white plastic spoon, add 10 grams of baking soda to your balloon. Use the paper funnel to
avoid spilling.
5. While keeping all the baking soda in the balloon, carefully place the mouth of the balloon over the
opening of the Erlenmeyer flask to make a tight seal. The balloon will hang to the side of the flask.
Record/draw observations.
6. Using your Triple Beam Balance or scale, find the mass of the closed system. (Flask, vinegar, balloon,
and baking soda) Record the mass in the data table.
7. With the balloon still attached to the flask, firmly hold where the balloon is attached to the flask and lift
the balloon so that the baking soda falls into the flask and combines with the vinegar. Swirl gently.
8. Record/draw all observations.
EL8_2015
58
Student
Observations: (diagram your observations)
Before
Mass of System
Start (g)
EL8_2015
Mass of System
End (g)
After
Mass of System
Gas Released (g)
59
Student
Procedure - Part 2:
1. Using your balance or scale, find the mass of the closed system once the chemical reaction has
completed. Be sure to keep balloon attached.
2. Record the info into the data table below.
3. Carefully remove the balloon and let all the gases escape.
4. Place the deflated balloon back onto the Erlenmeyer flask.
5. Find the mass again using your balance or scale.
6. Record your info into the data table above.
Explain:
Look at the chemical equation below:
*NaHCO3 + CH3COOH → NaOOCCH3 + H20 + CO2
Baking + Vinegar →
Soda
Sodium + Water + Carbon
Acetate
Dioxide
Discussion Questions
1. Name the reactants:_______________________________________________________
2. Name the products:_______________________________________________________
3. Name the gas produced:___________________________________________________
4. Compare the mass of the closed system before and after the reaction. Explain your results.
5. Were any new elements introduced into the closed system? Where did the gas come from?
Explain.
6. What evidence did you observe to indicate that a chemical reaction took place?
7. After the gas was released, what happened to the mass of the system and why?
8. Did your results support this statement? Why/Why Not?
EL8_2015
60
Student
Conclusion
Problem Statement: (From the beginning of the lab)
Claim:
Make a CLAIM based on what you observed in the experiment you performed today that answers your
problem statement.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
EL8_2015
61
Student
1. A student adds water and sugar to a jar and seals the jar so that nothing can get in or out. The student
then finds the mass of the jar containing the water and sugar. After some sugar dissolves, the student
finds the mass of the jar and its contents again.
What will happen to the mass of the jar containing the water and sugar after some of the sugar dissolves?
A.
B.
C.
D.
The mass will stay the same.
The mass will increase.
The mass will decrease.
The mass will depend on how much sugar dissolves.
2. Joey is performing an experiment in science class. He mixes two liquids in a test tube, and gas
bubbles appear at the surface of the test tube. Which of the following describes what is most likely
taking place?
A. A physical change is causing a change in phase from liquid to gas.
B. A chemical change has caused the liquids to undergo combustion and gas is escaping.
C. A physical change is causing the solution to exhibit different properties than the original
substances.
D. A chemical change has resulted in the production of a new substance, which is being given off
as a gas.
3. Suppose you put popcorn kernels into an airtight popcorn popper and measure the mass of the popper
and measure the mass of the popper with the kernels. After the popcorn has popped, what would you
expect to find regarding the mass of the popper and the popcorn?
A. The mass after popping will be less than the original mass because the popped corn is less dense
than the kernels.
B. The mass after popping will be equal to the original mass because the airtight container did not
allow any materials to enter or leave the popper.
C. The mass after popping will be greater than the original mass because the volume of the popped
corn is greater than that of the kernels.
D. The mass after popping will be not able to be determined accurately because of the steam that is
released from the kernels during the popping.
EL8_2015
62
Teacher
Project Based STEM Activities for Middle Grades Science
Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a studentcentered learning environment in which students investigate and engineer solutions to real-world problems,
and construct evidence-based explanations of real-world phenomena within their science content. Students
are also provided the opportunity to re-design models they have developed, based on peer feedback and
reviews. Through these engineering practices within the content, students can gain a deeper understanding
of science and are exposed to how STEM relates to their education and future career goals.
Air Bag Challenge
Engagement or
Introduction:
Introduce the challenge and show video of the basic hull designs.
https://www.youtube.com/watch?v=Us-k6KwBNKI
Standard
Alignment:
SC.8.N.1.1: Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.2.2: Discuss what characterizes science and its methods.
Teacher Set-Up
SC.8.N.4.1: Explain that science is one of the processes that can be used to inform
decision making at the community, state, national, and international levels.
Suggested Student
Timeframe:
Cross-Curricular
Standards:
SC.8.P.9.2: Differentiate between physical changes and chemical changes.
SC.8.P.9.3: Investigate and describe how temperature influences chemical changes
SC.8.P.9.1: Explore the Law of Conservation of Mass by demonstrating and
concluding that mass is conserved when substances undergo physical and chemical
changes.
2.5 Block periods/5 regular periods
LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out
experiments, taking measurements or performing technical tasks.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including
a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen
EL8_2015
63
Teacher
details; use appropriate eye contact, adequate volume, and clear pronunciation.
Step 5
EL8_2015
Define
Problem/Scenario:
Your company wants to be hired to design a cost-effective airbag from nonflammable
chemicals that will inflate quickly and prevent injury.
Expected Task:
Build a prototype of an airbag that will prevent an egg from breaking simulating a car
crash.
Research and
Citations:
Written information by the students about the need or problem being solved with
citations noted.
Vocabulary:
mass, volume, physical change, chemical change, law of conservation of mass,
design, solution, test
Criteria:



Costs: 10 mL of vinegar= $500
1 grams of baking soda= $100
Each group should consist of 3-4 students
Constraints:



Air bag doesn’t explode
Protects passenger (egg) from a minimum of 50 cm.
Maximum amount of vinegar 50 mL and 5 grams of baking soda
Materials:










Vinegar
Baking soda
Meter stick/measuring tape
Electronic scale/triple beam balance
Plastic sandwich bags
Hard boiled eggs
Clear plastic cups
Graduated cylinders
Masking tape
Optional: shoebox or plastic container to hold air bag in place.
Building of the
Product
(Prototype, model
or Artifact):
Brainstorm ways in which to create a chemical reaction that will sustain the impact of
an egg being dropped from 50 cm. Think of ways to hold your air bag in the container
to avoid the egg from bouncing out.
Construct a
Prototype
Identify the Need or
Problem
Research the Need
or Problem
Develop Possible Solution(s)
Select the
Best Possible
Solution(s)/
Step 4
Step 3
Step 2
Step 1
MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities. Describe patterns such
as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
64
Test and Evaluate the
Solution(s)
Step 6
Teacher
Testing of the
Product
(Prototype, model
or Artifact):
Test the air bag by dropping the egg from 50cm height for first trial. Repeat each drop
by increasing the height by 5cm. Record the maximum height of the egg before it
cracks and/or explodes the air bag. Record the height on the class chart.
Peer-Review
Questions:

Did you the budget of materials play a role in your design? How?

How did you choose which ratios of vinegar and baking soda to try?

What research did you use to design your air bag?

What other designs did your team consider?

What would you change to improve in the design of your air bag?
Each team will create a presentation (poster, PowerPoint, etc.) of their company’s
airbag and the reason their airbag had the most efficient design.
Communicate the
Solution(s)
Redesign
Step 8
Step 7
Project Summary:
EL8_2015
Presentation of
Final Solution:
Students will present their team’s air bag design and budget to the class. They will test
to see the maximum height their air bag can maintain the egg passenger safe. A class
data chart will be constructed where the ratio of vinegar and baking soda is recorded
with respect to the maximum height the egg was “safe” per team.
Re-designing of
the Prototype
Students will adjust or re-design their boat and re-test based on peer reviews, teacher
input, and analysis of proposed solution.
Teacher Notes:


Boiled eggs work best in order to avoid messes. Groups should be given at least
three eggs to test their prototype.
Quart size bags may be used instead of sandwich size taking into consideration
the ratio of vinegar and baking soda will need to increase.
65
Identify the Need
or Problem
Research the Need
or Problem
EL8_2015
Score: _________________
Define
Problem/Scenario:
Your company wants to be hired to design a cost-effective
airbag from nonflammable chemicals that will inflate quickly and
prevent injury.
Expected Task:
Build a prototype of an airbag that will prevent an egg from
breaking simulating a car crash.
Research and
Citations:
Develop Possible Solution(s)
Vocabulary:
mass, volume, physical change, chemical change, law of
conservation of mass, design, solution, test
Criteria:



Costs: 10 mL of vinegar= $500
1 grams of baking soda= $100
Each group should consist of 3-4 students
Constraints:



Air bag doesn’t explode
Protects passenger (egg) from a minimum of 50 cm.
Maximum amount of vinegar 50 mL and 5 grams of baking
soda
Materials:











Vinegar
Baking soda
Meter stick/measuring tape
Electronic scale/triple beam balance
Plastic sandwich bags
Hard boiled eggs
Clear plastic cups
Graduated cylinders
Masking tape
Optional: shoebox or plastic container to hold air bag in
place.
Building of the
Product
(Prototype, model
or Artifact):
Construct a
Prototype
Step 5
Select the
Best
Possible
Solution
(s)/
Test and
Evaluate
the
Solution(s)
Step 6
Step 4
Step 3
Step 2
Step 1
Project: _______________________________
Testing of the
Product
(Prototype, model
or Artifact):
66
Project: _______________________________
Communicate the Solution(s)
Redesign
Step 8
Step 7
Peer-Review
Questions:
EL8_2015
Project Summary:
Score: _________________

Did you the budget of materials play a role in your design?
How?

How did you choose which ratios of vinegar and baking
soda to try?

What research did you use to design your air bag?

What other designs did your team consider?

What would you change to improve in the design of your air
bag?
Each team will create a presentation (poster, PowerPoint, etc.)
of their company’s airbag and the reason their airbag had the
most efficient design.
Presentation of
Final Solution:
Students will present their team’s air bag design and budget to
the class. They will test to see the maximum height their air bag
can maintain the egg passenger safe. A class data chart will be
constructed where the ratio of vinegar and baking soda is
recorded with respect to the maximum height the egg was “safe”
per team.
Re-designing of
the Prototype
Adjust or re-design your boat and re-test based on peer
reviews, teacher input, and analysis of proposed solution.
67
Teacher
ATOMIC MODELS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to
explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts)
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that
atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding
a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2:
Basic Application of Skills & Concepts)
Purpose:
 Students will explain that atoms are the smallest unit of an element and are composed of
subatomic particles by drawing and/or creating models of an atom.
 Students will describe size and charge of the subatomic particles proton, neutron, and electron.
Problem Statement/Research Question: How does atomic structure relate to the information on the
periodic table?
Materials
 Handout & Periodic Table of Elements
Procedure
Before
During
EL8_2015
Preparation
 Teacher will set up projector to illustrate atoms in a pencil.
 Teacher will have handouts of student “Atomic Models” worksheet.
 Optional: Periodic Table for Elaborate activity.
Engage
 Ask students to predict how many times they can cut a piece of paper (standard
8.5 x 11 paper cut into 11 inch strips works well) in half as many times as they
can.
 Provide students paper to test prediction and estimate number of total cuts
required to get to the size of an atom.
 Explain to students that the smallest unit of matter is called an “atom” and is
smaller than the piece of paper they cut and cannot be seen by the human eye.
http://www.quarked.org/parents/lesson1.html has a useful table to share with
students and to use as a guide for this engage activity.
Explore
 Show a picture of a pencil point and how the carbon atoms look at the
molecular level. Project the image Pencil Zoom.
 Ask students questions:
o What are the three different tiny particles that make up an atom?
Protons, neutrons, and electrons.
o Which of these is in the center of the atom?
Protons and neutrons are in the center (nucleus) of the atom. You may
want to mention that hydrogen is the only atom that usually has no
neutrons. The nucleus of most hydrogen atoms is composed of just 1
proton. A small percentage of hydrogen atoms have 1 or even 2
neutrons.
68
Teacher
After
o What zooms around the nucleus of an atom?
Electrons
o What are the charges of these particles?
Proton—positive; electron—negative; neutron—no charge. The charge
on the proton and electron are exactly the same size but opposite. The
same number of protons and electrons exactly cancel one another in a
neutral atom.
 Teacher will draw the current model of the atom and students will follow
along.
 Students will then create their own atomic models in their handout.
Explain
 Students will make the connection between atoms and matter through
drawings and explanations in their handout.
 Teacher will circulate the classroom providing assistance to students with
misconceptions.
Elaborate
 Students will be given a periodic table to read and look for other elements that
they have not created atomic models for to create their own examples of how
an elements’ atoms combine to form a piece of matter.
Evaluate
 Teacher will evaluate student understanding of objectives based on the ClaimEvidence-Reasoning conclusion that asks, “How does atomic structure relate
to the information on the periodic table?”
FCAT Connection
1. Which of the following statements about atoms is TRUE?
A. They are the same for all elements.
B. They are both stable and nonradioactive.
C. They are arranged in the periodic table according to number of protons.
D. They are made up of protons and electrons in a nucleus surrounded by
orbiting neutrons.
2. Why does the atomic mass of an element differ from the atomic number?
A. Atomic number consists of only the number of neutrons. Atomic mass
also includes the number of protons.
B. Atomic number consists of only the number of protons. Atomic mass also
includes the number of neutrons.
C. Atomic number consists of only the number of protons. Atomic mass also
includes the number of electrons.
D. Atomic number consists of only the number of electrons. Atomic mass
also includes the number of protons.
EL8_2015
69
Student
ATOMIC MODELS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to
explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts)
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that
atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding
a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2:
Basic Application of Skills & Concepts)
Purpose:
You will explain the composition of matter by illustrating various atomic models of different elements.
Problem Statement/Research Question: How does atomic structure relate to the information on the
periodic table?
Observation:
Based on the picture below, explain the relationship between all matter and atoms.
EL8_2015
70
Student
Atomic Models:
Matter is made up of different elements such as carbon, oxygen, magnesium, potassium, and helium.
Below are everyday objects composed of elements. Draw the atomic model for the element in the table.
Be sure to include the nucleus, proton, neutron, and electron.
Object
Element
Helium
Protons: 2
Neutrons: 2
Electrons: 2
Atomic Model
Lithium
Protons: 3
Neutrons: 4
Electrons: 3
Beryllium
Protons: 4
Neutrons: 5
Electrons: 4
Boron
Protons: 5
Neutrons: 6
Electrons: 5
Carbon
Protons: 6
Neutrons: 6
Electrons: 6
EL8_2015
71
Student
Object
Element
Fluorine
Protons: 9
Neutrons: 10
Electrons: 9
Atomic Model
Potassium
Protons: 19
Neutrons: 20
Electrons: 19
Elaborate:
Review the Periodic Table of Elements and look for an element that you have heard of before and draw
the object that contains that element and the atomic model for that element on a separate piece of paper.
Conclusion:
Research Question: How does atomic structure relate to the information on the periodic table?
Claim: (Make a statement that answers the research question, based on what you observed in
the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim.)
EL8_2015
72
Student
Evaluation:
1. Which of the following statements about atoms is TRUE?
A.
B.
C.
D.
They are the same for all elements.
They are both stable and nonradioactive.
They are arranged in the periodic table according to number of protons.
They are made up of protons and electrons in a nucleus surrounded by orbiting neutrons.
2. Why does the atomic mass of an element differ from the atomic number?
A. Atomic number consists of only the number of neutrons. Atomic mass also includes the number
of protons.
B. Atomic number consists of only the number of protons. Atomic mass also includes the number of
neutrons.
C. Atomic number consists of only the number of protons. Atomic mass also includes the number of
electrons.
D. Atomic number consists of only the number of electrons. Atomic mass also includes the number
of protons.
EL8_2015
73
Teacher
PERIODIC TABLE OF ELEMENTS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their
properties. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 1:Recall)
Purpose:
 Students will be introduced to the basic information given for the elements in most periodic tables:
the name, symbol, atomic number, and atomic mass for each element.
 Students will focus on the first 20 elements to create an imaginary periodic table that is modeled
off of the Periodic Table of Elements commonly used.
 Students will identify trends in the periodic table by explaining that elements in the same groups
have similar properties.
Research Question: How is the periodic table useful for scientists?
Guiding Questions:
 How do we organize what we know about matter, elements, and atoms?
 What is the Periodic Table and how is it useful?
 What trends do we see in the Periodic Table?
Materials
 Handout, Periodic Table of Elements, and Textbook
Procedure
Before Activity
During Activity
Preparation
 Print out student handouts, periodic table, and project periodic table on the board.
Engage
 Have students make observations of the Lithium and water demonstration on
Discovery Education: Lithium.
 Project an image of the Periodic Table for students to locate Lithium (Li) and
ensure students can read the Periodic Table.
Explore
 Students should use the periodic table to make predictions about all of the
following metals with water prior to viewing any of the clips. Students should be
given the opportunity to revise predictions for upcoming reactions after observing
the previous video clip.
o Sodium
o Potassium
o Rubidium
o Cesium


EL8_2015
Students will work in groups of 2-3 to read through the “Imaginary Periodic
Table” clues.
Students will fill in their periodic table based on the clues, which require them to
understand how the periodic table is organized.
74
Teacher
After Activity
Elaborate
 Students will research examples of families of elements that have common
characteristics.
Evaluate
 Teacher will evaluate student understanding of objective based on written
conclusion in C-E-R that answers the question, “How is the periodic table useful
for scientists?”
 Students should be able to explain how elements are arranged (increasing in order
of atomic number; elements with similar characteristics are grouped in families).
FCAT Connection:
1. Which of the following statements regarding the periodic table of elements is
true?
A. The periodic table does not list all of the known elements in the universe.
B. The properties of elements can be predicted by their positions in the
periodic table, but how the elements react with each other cannot be
predicted.
C. All elements on the periodic table are made up of the same fundamental
particles: protons, neutrons and electrons.
D. All nonliving things consist of elements on the periodic table; all living
things consist of things that are not listed on the periodic table.
2. In the modern periodic table, which of the following describes atoms with similar
chemical behavior and properties?
A. They have similar atomic masses.
B. They are located in the same group.
C. They are located in the same period.
D. They have the same number of isotopes.
3. Using the periodic table, which of the following pairs of elements should you
expect to have the most similar properties.
A. Aluminum (Al) and Silicon (Si)
B. Sulfur (S) and Selenium (Se)
C. Sodium (Na) and Nitrogen (N)
D. Hydrogen (H) and Helium (He)
EL8_2015
75
Teacher
EL8_2015
76
Student
PERIODIC TABLE OF ELEMENTS
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their
properties. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 1:Recall)
Research Question: How is the periodic table useful for scientists?
Purpose:
You have been chosen to assist a group of alien scientists. In order to be able to converse scientifically,
you must learn their language, and most importantly, you must arrange their elements according to the
trends that exist in the periodic table. Below are clues for the alien's elements. So far, the aliens have only
discovered elements in groups 1, 2, and 13-18, and periods 1-5. Although the names of the elements are
different, they must correspond to our elements if our belief of universal elements holds true.
The diagram and information below will help you match your clues to the Human periodic table.
Procedure:
Read each clue carefully, and then place the symbol for that clue's element in the blank periodic table
provided.
1. Livium (Lv): This element is responsible for life. It has 6 electrons.
2. Computerchipium (Cc): This element is important for computers. It has 14 protons.
3. Lightium (L): This is the lightest of elements; aliens used it in their aircraft until their aircraft caught fire in
a horrific accident. It also has a low melting point.
4. Breathium(Br): When combined with Lightium (L), it makes the alien's most common liquid whose
formula is L2 Br. It has 8 electrons.
5. Franconium (F): A metal found in period 4 group 13.
6. Moonium (Mo): An element with an atomic number of 34.
7. Explodium (Ex): This element is the most reactive metal on the alien's table. It has 37 protons.
8. Sparkium (Sp) and Burnium (Bu) are members of the alkali metal group, along with Violetium(V) and
Explodium (Ex). Their reactivity, from least to greatest, is Sp, Bu, V, Ex.
9. Balloonium (Ba): A noble gas used to fill balloons. It has 2 protons.
10. Toothium (To): This element helps build strong bones and teeth. It has 20 protons.
11. Metalloidium (M) and Poisonium (Po): Two metalloids found in period 4. Po has 33 protons.
12. Lowigium (Lo): This element is a halogen found in period 4 and has 35 protons.
13. Darkbluium(Dk): Has an atomic mass of 115 and 66 neutrons.
14. Hugium (Hu): This element is a noble gas on the alien's periodic table that has the most mass (131).
15. Glucinium (Gl): The element found in period 2, group 2 with an atomic mass of 9.
16. Reactinium (Re): The most reactive non-metal on the periodic table with 9 electrons.
EL8_2015
77
Student
17. Balloonium (Ba), Signium(Si), Stableium(Sb), Supermanium (Sm), and Hugium (Hu) are all noble gases.
They are arranged above from least to most massive. Ba has 2 protons.
18. Cannium (Cn): This element is used to can foods. It has 50 protons.
19. Reading across period 3 you will find Burnium (Bu), Blue-whitium (Bw), Bauxitium (Xi),
Computerchipsium (Cc), Bringer-of-lightium (Bl), Stinkium (Sk), Purium (P), and Stableium (Sb).
20. Scottishium (Sc): An alkaline metal that is hard and tough, much like To, Bw, and Gl. It has 38 protons.
21. Infectium (If) is a halogen, like Re, P and Lo, with 53 protons.
22. Abundantcium(Ab): One of the most abundant gasses in the universe. It has 7 protons, 7 neutrons, and 7
electrons.
23. Some additional clues: The number after the symbol indicates the number of protons in the nucleus of the
atom: Notalonium(Na): 51, Earthium (E): 52, Boracium (B): 5.
Alien Periodic Table
10 elements
wide
Analysis (Use the Standard Periodic Table, not the one above):
1. What trends do you notice as elements are listed from left to right?
2. Based on the periodic table why are Be, Mg, Ca, and Sr in the same column/group/family?
3. Based on the periodic table why are He, Ne, Ar, Kr, and Xe in the same column/group/family?
EL8_2015
78
Student
Conclusion:
Research Question: How is the periodic table useful for scientists?
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
Evaluation
1. Which of the following statements regarding the periodic table of elements is true?
A. The periodic table does not list all of the known elements in the universe.
B. The properties of elements can be predicted by their positions in the periodic table, but how
the elements react with each other cannot be predicted.
C. All elements on the periodic table are made up of the same fundamental particles: protons,
neutrons and electrons.
D. All nonliving things consist of elements on the periodic table; all living things consist of things
that are not listed on the periodic table.
2. In the modern periodic table, which of the following describes atoms with similar chemical behavior
and properties?
A. They have similar atomic masses.
B. They are located in the same group.
C. They are located in the same period.
D. They have the same number of isotopes.
EL8_2015
79
Student
3. Using the periodic table, which of the following pairs of elements should you expect to have the most
similar properties.
A. Aluminum (Al) and Silicon (Si)
B. Sulfur (S) and Selenium (Se)
C. Sodium (Na) and Nitrogen (N)
D. Hydrogen (H) and Helium (He)
EL8_2015
80
Teacher
Clay Elements, Molecules, and Compounds
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine
in a multitude of ways to produce compounds that make up all of the living and nonliving
things that we encounter. (AA)
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances
(Assessed as SC.8.P.8.5)
Objectives:
 Students will model how elements combine in a multitude of ways to produce
compounds that make up all living and nonliving things.
 Students will differentiate among pure substances, mixtures and solutions.
Essential Question: How does a small set of elements combine to form molecules, compounds and mixtures,
which are used in your daily lives?
Background Information for the Teacher:
This activity is used for students to gain an understanding that atoms of elements combine to form
molecules and compounds. Since students can’t see atoms, molecules and compounds, they will create
models of them using different colors of clay pieces to represent the different elements. Students should
understand that some molecules are elements not compounds since they are only made up of only one
type of element such as hydrogen gas. Mixtures consist of different types of elements and/or compounds
that are physically blended but not chemically bonded together. When students complete this activity,
they should be able to differentiate between elements, compounds and mixtures.
Preparation:
Before Activity
Preparation
Before the activity, prepare the clay pieces that represent the different elements. Each
group will need a bag, which contains six different colors of clay pieces. Each bag
should contain the number of pieces for each color that are found on the color key
card. Using small bags for each color works best so that way the different colors of
clay pieces don’t stick together.
Engage: Show Study Jams Video: Elements and Compounds
Study Jams Video: Mixtures
Show examples of elements, compounds and mixtures such as sample of salt, copper,
saltwater, sand and water and beaker of air. The class should have a brief discussion
about the video and the samples shown.
During Activity
Explore: Students will complete the activity: Clay Elements, Molecules and
Compounds
Guiding Questions:
1. What is an atom and what part of the model represents an atom?
2. How do atoms form molecules and compounds?
EL8_2015
81
Teacher
3. What is the difference between molecules, compounds and mixtures?
During this activity, the teacher should walk around to ensure that students
understand that the atoms (clay pieces) combine to form different types of molecules,
compounds and mixtures. Idea: have each group save one of their models (teacher
assigns) to share during the discussion.
Explain:
Students will participate in a class discussion by sharing their answers to questions
completed during activity and models that they created for a particular element,
compound or mixture. The teacher should revisit the guiding questions to ensure that
students don’t have misconceptions and have mastered the material.
After Activity
Elaborate:
Students will research and identify elements, molecules, compounds and mixtures
that they use in their daily lives. They will create a drawing that represents a model of
the element, molecule, compound or mixture and explain how they use each one in
their daily lives.
Evaluate:
Teacher will evaluate student understanding of objectives based on the ClaimEvidence-Reasoning conclusion for the essential questions: Explain how atoms of
elements form molecules, compounds and mixtures that are used in your daily lives.
FCAT Connection
1. Which of the following is the best example of a heterogeneous mixture?
A. Lemonade made of water, lemonade powder mix, and sugar.
B. An omelet made of scrambled eggs and cheddar cheese.
C. Trail mix made of raisins, peanuts, and chocolate candies.
D. A glass of ice water made of ice cubes and pure water.
2. Susie wants to make lemonade on a hot summer day. She mixes lemon juice,
water, and sugar in a large container. Which of the following happens as she
combines the ingredients?
A. They mix together to form a new compound.
B. They mix together to form a homogeneous solution.
C. The stirring motion causes them to break down into elements.
D. The heavier items will not completely dissolve, creating a suspension.
3. Which statement best explains why silver nitrate (AgNO3) is classified as a
compound?
A.
B.
C.
D.
EL8_2015
Silver nitrate contains a metal.
Silver nitrate can react with copper.
Silver nitrate forms when three elements chemically combining.
Silver nitrate forms a solution when mixed with water.
82
Teacher
4.
In the following diagram, the content of each container is shown as spheres
representing atoms. Different shadings of the atoms represent different
elements.
Which of the containers has only one pure substance shown?
A.
B.
C.
D.
I
II
III
IV
Reading Passage Answer Key
1. D 2. A 3. D 4. C
EL8_2015
83
Teacher
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
3-Chlorine
10-Oxygen
8-Hydrogen
3-Chlorine
10-Oxygen
2-Sodium
4-Carbon
2-Nitrogen
2-Sodium
4-Carbon
2-Nitrogen
Names: ______________________________________
Names: ______________________________________
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
3-Chlorine
10-Oxygen
8-Hydrogen
3-Chlorine
10-Oxygen
2-Sodium
4-Carbon
2-Nitrogen
2-Sodium
4-Carbon
2-Nitrogen
Names: ______________________________________
Names: ______________________________________
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
Clay Model Compounds ---Color Key
Count the number of clay pieces you have for
each color and match to the key. Use a crayon
or colored pencil to color each clay piece.
Match the colors to the numbers!
8-Hydrogen
3-Chlorine
10-Oxygen
8-Hydrogen
3-Chlorine
10-Oxygen
2-Sodium
4-Carbon
2-Nitrogen
2-Sodium
4-Carbon
2 -Nitrogen
Names: ______________________________________
EL8_2015
Names: ______________________________________
84
Student
Clay Elements, Molecules, and Compounds
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a
multitude of ways to produce compounds that make up all of the living and nonliving things that we
encounter. (AA)
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances (Assessed as
SC.8.P.8.5)
Objectives:
 Students will model how elements combine in a multitude of ways to
produce compounds that make up all living and nonliving things.
 Students will differentiate among pure substances, mixtures and solutions.
Essential Question: How does a small set of elements combine to form molecules, compounds and
mixtures, which are used in your daily lives?
Background
Atoms - small particles that make up elements and compounds
Molecules - two or more atoms bonded together: these atoms may be of the same element or different
elements
Compounds - two or more different types of atoms bonded together
Mixtures – when two or more substances are physically blended but not chemically bonded together
Materials:
Paper Towel
Toothpicks
Modeling Clay
Colored pencils
Procedure:
1. Color the modeling clay key according to the samples of clay provided.
2. For each molecule/compound listed in the table you will need to:
A. List the names of the atoms involved
B. Identify the number of each atom in the molecule.
C. Make the clay model
D. Color the model in the table and label the name of each atom.
E. Identify model as an element, compound or mixture.
(You need to take apart some models to make other models. But make sure you have received the
teacher's initials next to the model before you take it apart. For instance, you need to make CH4 and CO2
with the same carbon molecule.)
3. After you have completed all of the models, you must answer the questions to ensure
comprehension of the material.
EL8_2015
85
Student
SUBSTANCE FORMULA
Hydrogen
Gas
NaCl
Methane
CH4
Carbon
Dioxide
CO2
ELEMENT,
COMPOUND
OR MIXTURE
O2
Air
N2, O2,
H2O, CO2
Water
H2O
Hydrochloric
Acid
HCl
Sodium
Hydroxide
(lye)
NaOH
Carbonated
Water
H2O
CO2
EL8_2015
# OF
ATOMS
H2
Salt (Sodium
Chloride)
Oxygen Gas
ATOM
NAMES
MOLECULAR
MODEL
Make the clay
compound model and
color the diagram
86
Student
Staple your colored Clay Model Key to the front of this page
Post-Lab Questions:
1. What particle makes up all substances?
2. Which is larger, an atom or a molecule? Explain.
3. How is a compound different from a molecule?
4. Are all molecules compounds? Explain.
5. One of the properties of a pure substance it that they always exist in fixed proportions.
 How many hydrogen atoms are needed to form five water molecules?
_______
 How many oxygen atoms are needed to form five water molecules?
_______
Research Question: How does a small set of elements combine to form molecules, compounds
and mixtures, which are used in your daily lives?
Claim: (Make a statement that answers the research question, based on what you observed
in the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim. Include information from observations and notes from video.)
EL8_2015
87
Student
Evaluation
1. Which of the following is the best example of a heterogeneous mixture?
A. Lemonade made of water, lemonade powder mix, and sugar.
B. An omelet made of scrambled eggs and cheddar cheese.
C. Trail mix made of raisins, peanuts, and chocolate candies.
D. A glass of ice water made of ice cubes and pure water.
2. Susie wants to make lemonade on a hot summer day. She mixes lemon juice, water, and sugar in a
large container. Which of the following happens as she combines the ingredients?
A. They mix together to form a new compound.
B. They mix together to form a homogeneous solution.
C. The stirring motion causes them to break down into elements.
D. The heavier items will not completely dissolve, creating a suspension.
3. Which statement best explains why silver nitrate (AgNO3) is classified as a compound?
A. Silver nitrate contains a metal.
B. Silver nitrate can react with copper.
C. Silver nitrate forms when three elements chemically combining.
D. Silver nitrate forms a solution when mixed with water.
4.
In the following diagram, the content of each container is shown as spheres representing atoms.
Different shadings of the atoms represent different elements.
Which of the containers has only one pure substance shown?
A.
B.
C.
D.
EL8_2015
I
II
III
IV
88
Teacher
Project Based STEM Activities for Middle Grades Science
Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a
student-centered learning environment in which students investigate and engineer solutions to realworld problems, and construct evidence-based explanations of real-world phenomena within their
science content. Students are also provided the opportunity to re-design models they have
developed, based on peer feedback and reviews. Through these engineering practices within the
content, students can gain a deeper understanding of science and are exposed to how STEM
relates to their education and future career goals.
Separating Mixtures
Engagement or
Introduction:
Standard
Alignment:
Teacher Set-Up
Suggested Student
Timeframe:
Cross-Curricular
Standards:
What’s in a Mixture video from TED Ed: What’s in a mixture?
Introduce the challenge and show video of a trailer truck spilling its
contents and turning over on YouTube
SC.8.N.1.1: Define a problem from the eighth grade curriculum using
appropriate reference materials to support scientific understanding,
plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
SC.8.N.2.2: Discuss what characterizes science and its methods.
SC.8.N.4.1: Explain that science is one of the processes that can be
used to inform decision making at the community, state, national, and
international levels.
SC.8.P.8.9: Distinguish among mixtures (including solutions) and pure
substances.
2 Block periods/4 traditional periods
LAFS.68.RST.1.3: Follow precisely a multistep procedure when
carrying out experiments, taking measurements or performing technical
tasks.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and topics.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question
(including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple
avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print
and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following
a standard format for citation.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient
EL8_2015
89
Teacher
Step 2
Research the
Need or Problem
Step 1
Identify the Need
or Problem
points in a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
MAFS.K12.MP.3.1 Construct viable arguments and critique the
reasoning of others.
Define
Problem/Scenario:
Expected Task:
Research and
Citations:
Vocabulary:
Step 7
Communicate the
Solution(s)
Step 6
Test and Evaluate the
Solution(s)
Step 4
Select the
Best Possible
Solution(s)/
Step 5
Construct a
Prototype
Step 3
Develop Possible
Solution(s)
Criteria:
EL8_2015
Constraints:
Materials:
Building of the
Product
(Prototype, model
or Artifact):
Your company wants to be hired to transport building materials from
Miami A tractor-trailer has accidently spilled the contents of its load on
the road. The contents have mixed together and must be separated in
order to complete the delivery.
Students draw up plans for a portable machine that can be built on site
to clean up the spill of salt, sand, iron and wood chips.
Written information by the students about the need or problem being
solved with citations noted. Students can view the video of the ways of
separating mixtures from TED Ed.
Compounds, mixtures, solutions, heterogeneous, homogeneous,
distillation, chromatography, reverse osmosis, diffusion through semipermeable membranes.
-No more than four separation mechanisms.
- Machine must be portable.
- May not use electricity. (Alternatives: solar power, batteries,
etc.)
1000mL beaker, sand, soil, wood chips, iron fillings, water, coffee
filters, magnets, hot plate, large chart, poster or bulletin board paper
and markers.
Brainstorm ways in which to design a machine that can separate the
sand, salt, iron and wood chips. Create a sketch of the design of the
machine that can be built onsite. Think of ways combine the separation
mechanisms into one machine.
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Test the different separation methods in a small scale.
Project Summary:
Each team will create a sketch of their separation machine to present
the most efficient way to separate the mixture using the vocabulary for
the different methods of separating.
Students will present their team’s sketch of the design of their
separation machine to the class and explain why it is the most efficient
solution.
Presentation of
Final Solution:
-How did you prioritize the substances to separate first?
-How did you choose which design to build?
-What research did you use to design your separation machine?
-What other designs did you consider for your machine?
-What would you improve in the design of your machine?
90
Teacher
Step 8
Redesign
Re-designing of
the Prototype
Teacher Notes:
EL8_2015
Students will adjust or re-design their machine and re-test based on
peer reviews, teacher input, and analysis of proposed solution.
- May use this activity in combination with the Essentials lab
- Safety precautions for the use of hot plates.
- Staples are an easier substitute than iron fillings.
- As a class decide which machine is most efficient and why?
91
Teacher
Graphene's super strength
Scientists believe that graphene may change the world of electronics
Big technology comes in tiny packages. New cell
phones, music players and personal computers get
smaller every year, which means these electronics
require even smaller components on the inside.
Engineers are looking for creative ways to build these
components, and they’ve turned their eyes to graphene,
a super thin material that could change the future of
electronics.
Graphene isn’t just small, it’s “the thinnest possible
material in this world,” says Kostya Novoselov, a scientist who studies graphene at the
University of Manchester, in the United Kingdom. He calls it a “wonder material.” It’s so thin
that you would need to stack about 25,000 sheets just to make a pile as thick as a piece of
ordinary white paper. If you were to hold a sheet of graphene in your fingers, you'd have no idea
because you wouldn't be able to see it.
In addition to being nearly invisible, graphene is also super strong. In July, engineers at
Columbia University in New York City showed that
graphene is 200 times stronger than steel, making it the
strongest known substance on the planet. Move over,
Superman!
Graphene is made of carbon, one of the most abundant
elements in the universe. Every known kind of life contains
carbon; so do diamonds and coal. Graphene is a sheet of
carbon, but only one atom thick. (An atom is the smallest
possible piece of an element. If you change an atom of
carbon, then it’s not carbon anymore.) You don’t have to
look far to find graphene — it’s all around you. You can
EL8_2015
92
Teacher
even try to find some right now.
A graphene future
Once scientists can make large amounts of graphene, it
could show up in a wide range of applications. Take
newspapers, for example. In the next decade or so, says
Coleman, newspapers probably won’t be printed on
regular paper. Instead, newspaper stories could be
displayed on a kind of super thin electric paper, like a
computer screen that you can carry around with you.
But unlike a computer screen, this electronic paper will
be durable and flexible. “You’ll be able to roll it up and
fold it and put it in your back pocket,” he says. “It will
be flexible and fantastic.”
Because it is strong, thin, transparent and can conduct electricity, graphene is a great candidate
for this kind of device. Geim, one of the scientists who first isolated graphene, says graphene
could also be used in the production of solar cells, which need materials that can both conduct
electricity and let light through.
Graphene might also play a role in the future of cell phones, personal music players or even
personal computers. Inside these devices are millions of transistors, tiny electrical switches that
control the flow of electricity. Working together, transistors act like the “brain” of a device. The
more transistors you have, the faster your computer. As computers get faster and more
complicated, scientists are looking for new ways to build smaller transistors. Most transistors are
made from silicon.
In early 2008, Novoselov led a team of scientists to build the world’s smallest transistor. It was
made of graphene and measured only about 10 atoms across and 1 atom thick. In the laboratory,
the scientists showed that the graphene transistor was faster than a silicon transistor. But there’s
an interesting problem — graphene transistors are too small to be useful in everyday use! It may
be years before computers can use these tiny graphene transistors, Novoselov says, but that day
is coming. The future looks bright.
“The beauty of transistors made of graphene is that they can be made very small,” he says. “They
will be very fast, and we are searching for ways to make them work even faster.”
EL8_2015
93
Teacher
Questions
1. According to the passage, graphene is made up of many atoms of carbon. Which of the
following best describes graphene:
A. Element
B. Compound
C. Mixture
D. Molecule
2. Since graphene comes from carbon, what does the invention of this super thin material
demonstrate about elements?
A. The atoms of elements combine in an assortment of ways to produce compounds
that make up substances we encounter
B. Elements are all strong substances that produce compounds
C. Elements are all extremely fragile atoms bonded together to create stronger
compounds that make up substances we encounter
D. Atoms of elements separate into compounds that make up substances we
encounter
3. What physical property allows a metal to be shaped into jewelry?
A. Conductivity
B. Ductility
C. Malleability
D. Luster
4. Graphene and diamonds are different molecules made of the same element, carbon. What
conclusion can be drawn about the molecules of graphene and diamond?
A. Large molecules have properties of carbon.
B. Molecules of the same atoms have the same chemical structure.
C. Graphene and Diamond have the same physical and chemical properties.
D. The arrangements of atoms determine the physical and chemical properties of
compounds.
EL8_2015
94
Step 2
Research the
Need or Problem
Step 1
Identify the Need or
Problem
Project: _______________________________
Define
Problem/Scenario:
Expected Task:
Step 3
Develop Possible
Solution(s)
Step 4
Select the
Best Possible
Solution (s)/
Step 5
Construct a
Prototype
Step 6
Test and Evaluate the Solution(s)
Test and Evaluate the Solution(s)
Test and Evaluate the Solution(s)
Step 7
Communic
ate the
Solution(s)
Your company wants to be hired to transport
building materials from Miami A tractor-trailer has
accidently spilled the contents of its load on the road.
The contents have mixed together and must be
separated in order to complete the delivery.
Students draw up plans for a portable machine that
can be built on site to clean up the spill of salt, sand,
iron and wood chips.
Research and
Citations:
Vocabulary:
Criteria:
EL8_2015
Score: _________________
Constraints:
Materials:
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Project Summary:
Compounds, mixtures, solutions, heterogeneous,
homogeneous, distillation, chromatography, reverse
osmosis, diffusion through semi-permeable
membranes, design, solution, test
--No more than four separation mechanisms.
- Machine must be portable.
- May not use electricity. (Alternatives: solar power,
batteries, etc.)
1000mL beaker, sand, soil, wood chips, iron fillings,
water, coffee filters, magnets, hot plate, large chart,
poster or bulletin board paper and markers.
Brainstorm ways in which to design a machine that
can separate the sand, salt, iron and wood chips.
Create a sketch of the design of the machine that can
be built onsite. Think of ways combine the
separation mechanisms into one machine.
Test the different separation methods in a small
scale.
-How did you prioritize the substances to separate
first?
-Would the order of the separations have made
another separation ineffective? How do you know?
-How did you choose which design to build?
-What research did you use to design your separation
machine?
-What other designs did you consider for your
machine?
-What would you improve in the design of your
machine?
Each team will create a sketch of their separation
machine to present the most efficient way to separate
the mixture using the vocabulary for the different
methods of separating.
95
Step 8
Redesign
Project: _______________________________
Score: _________________
Presentation of
Students will present their team’s sketch of the
Final Solution:
design of their separation machine to the class and
explain why it is the most efficient solution.
Re-designing of
Students will adjust or re-design their machine and
the Prototype
re-test based on peer reviews, teacher input, and
analysis of proposed solution.
EL8_2015
96
Teacher
Investigating the Effect of Light Intensity on Photosynthesis
Adapted from: State Adopted – Prentice Hall (Laboratory Manual B)
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon
dioxide, water and chlorophyll; production of food; release of oxygen (Assessed as SC.8.L.18.4)
Objective/Purpose:
1. To observe how light affects photosynthesis.
2. To understand how photosynthesis in important to life.
Background Information:
Photosynthesis is the process by which plants take carbon dioxide from the atmosphere, add water,
and use the energy of sunlight to produce sugar. Photosynthesis occurs in the chloroplast, an organelle in
plant cells that contains the molecule chlorophyll. Chlorophyll absorbs the energy of sunlight. That light
energy is converted to chemical energy through the steps of photosynthesis.
In order to carry out photosynthesis, a plant must have light. But how much light? Some plants
need a lot of light. Others seem to thrive in shade. Does more light lead to more photosynthesis? In this
investigation, you will examine how the intensity of light affects photosynthesis. You will also analyze
the importance of photosynthesis and its need for our environment to survive.
Problem Statement/Research Question:
Students should develop their own question to investigate. Sample questions include: “How does light
affect photosynthesis?” “During what time of day is the rate of photosynthesis greatest?” “How are
animals dependent on the process of photosynthesis?”
Read the entire investigation. Then, work with a partner to answer the following questions.
1. What are the products of photosynthesis? Which of these products is released from leaves as a
gas?
2. What can you tell about photosynthesis if a leaf begins to produce more gas bubbles? Fewer gas
bubbles?
3. What are the manipulated and responding variables in this experiment? Identify one controlled
variable.
Materials:
Test tube
Sodium bicarbonate solution
400-mL beaker
Freshly cut sprig of an evergreen (such as
yew) or elodea
Forceps
Before
activity:
EL8_2015
Source of bright light
Watch or clock with second indicator
Plastic gloves
Hand lens
What the teacher will do:
Engage:
Have students observe the process of photosynthesis with an aquatic plant.
97
Teacher
In groups, students should:
1. Write ten observations
2. Discuss as a group what factors may affect the rate of which the
bubbles move (indicator of rate of photosynthesis).
3. Write three questions about what you saw
4. Decide on a Problem Statement
During
activity:
What the teacher will do:
Explore:
b. Students should develop a hypothesis and method for testing the hypothesis.
c. Monitor students to make sure they are remaining on task and are following proper
lab protocol.
d. Follow laboratory procedural plan; making sure to model proper laboratory safety
and use of equipment.
e. Emphasize importance of data collection by groups.
What the teacher will do:
Explain:
Have students complete the Claim-Evidence-Reasoning to respond to their own
problem statement
Elaborate:
Students can use their findings to develop a sustainable ecosystem in a bottle. A
sample activity can be found at
http://coast.noaa.gov/psc/seamedia/Lessons/G4U3L3%20Ecosystem%20in%20a%20B
ottle.pdf?redirect=301ocm
Evaluate:
Students can use their C-E-R and other resources to create a display, poem, song, etc.
that summarizes the process of photosynthesis.
After
activity:
FCAT Connection:
1. Plants make sugar molecules, which contain a good deal of energy. Where do
they get the energy that goes into the sugar molecules?
A. They harvest it from water
B. They manufacture it themselves.
C. They trap the energy in light.
D. They extract it from other cells.
2. If a plant had a mutation that kept it from making enough chlorophyll, how
would it look different from other plants of its own kind?
A. It would have fewer leaves and a broader stem than the others.
B. It would be smaller and not as green than the others.
C. It would be larger and greener than the others.
D. It would have more flowers and more leaves than the others.
EL8_2015
98
Teacher
3. Janelle needs to draw a diagram of the process of photosynthesis for
homework. She begins by writing the equation for photosynthesis. Which of the
following correctly shows the overall process of photosynthesis?
A. carbohydrate + oxygen + light energy → carbon dioxide + water
B. carbohydrate + water + light energy → carbon dioxide + oxygen
C. carbon dioxide + water + light energy → carbohydrate + oxygen
D. carbon dioxide + oxygen + light energy → carbohydrate + water
Reading Passage Answer Key
1. A 2. C. 3.A 4.A
EL8_2015
99
Teacher
Data (Tables and Observations):
Light
1 min
2 min
Intensity
Room light
Dim light
Bright light
3 min
4 min
5 min
Average
Data Analysis (Calculations):
1. Observing: From what part of the sprig (stem or needle leaves) did the bubbles emerge?
2. Observing: When was the greatest number of bubbles produced?
3. Expository: Explain the data produced in the experiment in relation to the levels of
photosynthesis.
Results and Conclusions:
1. Drawing Conclusions: How does the intensity of light affect the rate of photosynthesis? Was
your hypothesis correct or not? Explain what occurred.
2. Comparing and Contrasting: How do your results compare with those of your classmates?
Are they similar? Different? How can you account for any differences in the numbers of bubbles
produced? Can you identify any trends even if the actual numbers differ?
3. Closure Activity:
Have the students make a Microsoft Power Point presentation about the importance of plants to
our atmosphere, community and future. Have them include measures that they would implement
to save our forest and stop global warming.
Extension:
Perform the activity again using different colors of light. What effect does each color have on the
rate of photosynthesis?
Notes for Teacher:
 Provide sprigs that are as freshly cut as possible. For better results, cut stems underwater
and keep the cut ends in water until use.
 Prepare a saturated solution of 7 g sodium bicarbonate per 100 ml water. Pour off the
solution, leaving any undissolved solid behind.
EL8_2015
100
Student
Investigating the Effect of Light Intensity on Photosynthesis
Adapted from: State Adopted – Prentice Hall (Laboratory Manual B)
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon
dioxide, water and chlorophyll; production of food; release of oxygen (Assessed as SC.8.L.18.4)
Objective/Purpose:
2. To observe how light affects photosynthesis.
3. To understand how photosynthesis in important to life.
Background Information:
Photosynthesis is the process by which plants take carbon dioxide from the atmosphere, add water,
and use the energy of sunlight to produce sugar. Photosynthesis occurs in the chloroplast, an organelle in
plant cells that contains the molecule chlorophyll. Chlorophyll absorbs the energy of sunlight. That light
energy is converted to chemical energy through the steps of photosynthesis.
In order to carry out photosynthesis, a plant must have light. But how much light? Some plants
need a lot of light. Others seem to thrive in shade. Does more light lead to more photosynthesis? In this
investigation, you will examine how the intensity of light affects photosynthesis. You will also analyze
the importance of photosynthesis and its need for our environment to survive.
Problem Statement / Research Question: ______________________________________________
_________________________________________________________________________________
Hypothesis: ______________________________________________________________________
_________________________________________________________________________________
Materials:
Test tube
Sodium bicarbonate solution
400-mL beaker
Freshly cut sprig of an evergreen (such as
yew) or elodea
Forceps
EL8_2015
Source of bright light
Watch or clock with second indicator
Plastic gloves
Hand lens
101
Student
Procedure:
1. Working with a partner, completely fill a test tube and a beaker with a sodium bicarbonate
solution. Sodium bicarbonate will provide a source of carbon dioxide.
2. Using forceps, place a sprig of evergreen about halfway down in the test tube. Be sure that the
cut end of the sprig points downward in the test tube.
3. Cover the mouth of the test tube with your thumb and turn the test tube upside down. Try not to
trap any air bubbles in the test tube.
EL8_2015
102
Student
4. Place the mouth of the test tube under the surface of the sodium bicarbonate solution in the
beaker. Remove your thumb from the mouth of the test tube.
5. Gently lower the test tube inside the beaker so that the test tube leans against the side of the
beaker.
6. Put the beaker in a place where it will receive normal room light. Using a hand lens, count the
number of bubbles produced by the sprig in the test tube for 5 minutes. Record the number of
bubbles on the Data Table below for each minute.
7. Darken the room and count the number of bubbles produced again for 5 minutes. Record the
number on the Data Table for each minute.
8. Turn up the lights in the room and shine a bright light on the sprig. Count the number of
bubbles produced in 5 minutes. Record the number on the Data Table for each minute.
9. Calculate the average for each light intensity.
EL8_2015
103
Student
Data:
Light
Intensity
Room light
1 min
2 min
3 min
4 min
5 min
Average
Dim light
Bright light
Observations:
1. What are the bubbles? Explain why bubbles happen.
2. Did the number of bubbles change when the light intensity was reduced? Explain why this would
occur.
3. Why was the test tube placed in a beaker of water?
4. If the plant is given more CO2 what will happen to the amount of oxygen it releases? Why?
5. In this experiment, why is it important to perform multiple trials?
EL8_2015
104
Student
Conclusion:
Research Question: (From pre-lab)
Claim: (Make a statement that answers your research question, based on what you observed
in the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim. Include information from observations and notes from video.)
EL8_2015
105
Student
Evaluation:
1. Plants make sugar molecules, which contain a good deal of energy. Where do they get the energy
that goes into the sugar molecules?
A. They harvest it from water
B. They manufacture it themselves.
C. They trap the energy in light.
D. They extract it from other cells.
2. If a plant had a mutation that kept it from making enough chlorophyll, how would it look different
from other plants of its own kind?
A. It would have fewer leaves and a broader stem than the others.
B. It would be smaller and not as green than the others.
C. It would be larger and greener than the others.
D. It would have more flowers and more leaves than the others.
3. Janelle needs to draw a diagram of the process of photosynthesis for homework. She begins by
writing the equation for photosynthesis. Which of the following correctly shows the overall
process of photosynthesis?
A. carbohydrate + oxygen + light energy → carbon dioxide + water
B. carbohydrate + water + light energy → carbon dioxide + oxygen
C. carbon dioxide + water + light energy → carbohydrate + oxygen
D. carbon dioxide + oxygen + light energy → carbohydrate + water
EL8_2015
106
Teacher
Project Based STEM Activities for Middle Grades Science
Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a
student-centered learning environment in which students investigate and engineer solutions to realworld problems, and construct evidence-based explanations of real-world phenomena within their
science content. Students are also provided the opportunity to re-design models they have
developed, based on peer feedback and reviews. Through these engineering practices within the
content, students can gain a deeper understanding of science and are exposed to how STEM
relates to their education and future career goals.
Maximizing Photosynthesis
Engagement or
Introduction:
Standard
Alignment:
Teacher Set-Up
Suggested Student
Timeframe:
Cross-Curricular
Standards:
Photosynthesis video; MIT Photosynthetic Cell Article “Artificial Leaf Makes Food from
Sunlight”
SC.8.N.1.1: Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.2.2: Discuss what characterizes science and its methods.
SC.8.N.4.1: Explain that science is one of the processes that can be used to inform
decision making at the community, state, national, and international levels.
SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the
roles of light, carbon dioxide, water and chlorophyll; production of food; release of
oxygen.
1.5 Block periods/3 traditional periods
LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out
experiments, taking measurements or performing technical tasks.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including
a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear pronunciation.
Step 1
Identify the
Need or
Problem
MAFS.8.F.2.5: Describe qualitatively the functional relationship between two quantities
by analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that has
been described verbally.
EL8_2015
Define
Problem/Scenario:
Expected Task:
Scientists are deciding on which plants to take to a space station that will be
self-sufficient. They need to choose a plant that creates the most amount of
oxygen by absorbing the most light from their leaves.
Create a structure and layout for a plant’s leaves to absorb the most light for
photosynthesis.
107
Step 8
Redesign
Step 7
Communic
ate the
Solution(s)
Step 6
Test and Evaluate the
Solution(s)
Step 4
Select the
Best Possible
Solution(s)/
Step 5
Construct a
Prototype
Step 3
Develop Possible Solution(s)
Step 2
Research
the Need or
Problem
Teacher
EL8_2015
Research and
Citations:
Research: Why Leaves Take Different Shapes
Vocabulary:
Photosynthesis, light, plant cell, chloroplast, chlorophyll, oxygen, carbon dioxide,
design, solution, test
Criteria:




No more than four separation mechanisms.
Must capture light efficiently
Must be aesthetically desirable
Must be conducive and sturdy enough to survive transport in and out of space
Constraints:



Must be between 25 cm and 30 cm above the paper
Light will be placed above the center of the graph paper
Leaf setup will be placed over any part of the graph paper the group chooses
Materials:








6 Straws/Skewers
3 Plastic Bags
1 Pair of Scissors
1 Ruler
1 Meter of Masking Tape
1 Sheet of Graph Paper
1 smartphone/tablet with a Thermal Cam app (many free options are available)
Stand (2 liter soda bottle with skewer)
Building of the
Product
(Prototype, model
or Artifact):
Students will work in groups of 3-4 to build a setup with the materials given that
adhere to all constraints.
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
The group will test their design by placing their setup between the lamp and the graph
paper. The Thermal Cam app will be used to determine how much light is making
through the design and onto the paper.





How did you choose which design to build?
What research did you use to design your leaf?
How did you prioritize the design of the leaf to the efficiency of water distribution
and food transport to the roots?
What other designs did you consider for your leaf?
What would you improve in the design of your set up?
Project Summary:
Students will present their team’s design of their leaf design and setup, as well as, the
percentage of the leaf that absorbs light.
Presentation of
Final Solution:
Students will present their team’s leaf design and set up and explain why the scientists
should choose their design to take to the space station.
Re-designing of
the Prototype
Teacher Notes:
Students will adjust or re-design their set up and leaf design based on peer reviews,
teacher input, and analysis of proposed solution.
The Thermal Cam app displays different colors when viewing the design. Create a
code for each color displayed: red, orange, yellow, green and blue.
108
Step 2
Research
the Need
or
Problem
Step 1
Identify the
Need or
Problem
Project: _______________________________
Define
Problem/Scenario:
Expected Task:
Vocabulary:
Step 3
Develop Possible Solution(s)
Constraints:
Materials:
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Step 4
Select
the
Best
Possibl
e
Solutio
n (s)/
Step 5
Constr
uct a
Prototy
pe
Step 6
Test and Evaluate the
Solution(s)
Test and Evaluate the
Solution(s)
Test and Evaluate the
Solution(s)
Step 7
Communicate
the Solution(s)
Step 8
Redesign
Scientists are deciding on which plants to take to a space
station that will be self-sufficient. They need to choose a plant
that creates the most amount of oxygen by absorbing the most
light from their leaves.
Create a structure and layout for a plant’s leaves to absorb the
most light for photosynthesis.
Research and
Citations:
Criteria:
EL8_2015
Score: _________________
Project Summary:
Presentation of
Final Solution:
Re-designing of
the Prototype
Photosynthesis, light, plant cell, chloroplast, chlorophyll, oxygen,
carbon dioxide, design, solution, test

No more than four separation mechanisms.

Must capture light efficiently

Must be aesthetically desirable

Must be conducive and sturdy enough to survive transport
in and out of space

Must be between 25 cm and 30 cm above the paper

Light will be placed above the center of the graph paper

Leaf setup will be placed over any part of the graph paper
the group chooses

6 Straws/Skewers

3 Plastic Bags

1 Pair of Scissors

1 Ruler

1 Meter of Masking Tape

1 Sheet of Graph Paper

1 smartphone/tablet with a Thermal Cam app (many free
options are available)

Stand (2 liter soda bottle with skewer)
Brainstorm ways in which to design a set up and leaf design.
You will work in groups of 3-4 to build a setup with the materials
given that adhere to all constraints.
The group will test their design by placing their setup between
the lamp and the graph paper. The Thermal Cam app will be
used to determine how much light is making through the design
and onto the paper.

How did you choose which design to build?

What research did you use to design your leaf?

How did you prioritize the design of the leaf to the efficiency
of water distribution and food transport to the roots?

What other designs did you consider for your leaf?

What would you improve in the design of your set up?
You will present your team’s design of your leaf design and
setup, as well as, the percentage of the leaf that absorbs light.
You will present your team’s leaf design and set up and explain
why the scientists should choose your design to take to the
space station.
Adjust or re-design your set up and leaf design based on peer
reviews, teacher input, and analysis of proposed solution.
109
Project: _______________________________
Score: _________________
A New Form of Chlorophyll?
https://archives.nbclearn.com/portal/site/k-12/browse/?cuecard=52521
Transcript
Researchers discover evidence for a new type of chlorophyll in cyanobacteria that can absorb
near- infrared light
By Ferris Jabr August 19, 2010
Researchers may have found a new form of chlorophyll, the pigment that plants, algae and
cyanobacteria use to obtain energy from light through photosynthesis. Preliminary findings published
August 19 in Science suggest that the newly discovered molecule, dubbed chlorophyll f, has a distinct
chemical composition when compared with the four known forms of chlorophyll and can absorb more
near-infrared light than is typical for the photosynthetic pigments. Chlorophyll f, which was extracted
from cultures of cyanobacteria and other oxygenic microorganisms, may allow certain photosynthetic
life forms to harvest energy from wavelengths of light that many of their competitors cannot use.
"This is the most red-shifted chlorophyll we have found in nature," says Min Chen, a biologist at The
University of Sydney in Australia and lead author of the study. "That means that organisms that have
this chlorophyll inside can extend their photosynthetic range for maximum use of solar energy."
Some photosynthetic bacteria are known to use infrared light, but—in contrast to plants and
cyanobacteria—these microorganisms do not produce oxygen. Instead, they rely on anoxygenic
photosynthesis, which can function on the low-energy photons provided by infrared light. "Nobody
thought that oxygen-generating organisms were capable of using infrared light, because the kind of
photosynthesis that actually produces oxygen is thought to require a greater amount of photon energy
from visible light," says Samuel Beale, a molecular biologist at Brown University whose work centers
in part on chlorophylls. "I think what they found here is a new modification of chlorophyll that shows
the flexibility of photosynthetic organisms to use whatever light is available."
Robert Blankenship, a photosynthesis expert at Washington University in St. Louis, agrees that the
discovery is significant. "I think this is a very important new development and is the first new type
of chlorophyll discovered in an oxygenic organism in sixty years," he wrote via e-mail.
Other researchers are more cautious about the findings. John Clark Lagarias, a molecular biologist at
the University of California, Davis, points out that earlier research suggests some oxygen-producing
cyanobacteria can harvest energy from near-infrared light using chlorophyll d—one of the four known
varieties of chlorophyll, which also include chlorophylls a, b and c. But the new paper still interests
Lagarias: "It's an exciting potential discovery, and if it's true it provides a second example of a redshifted- chlorophyll-containing organism," he says. "We don't know for sure that it's used for
EL8_2015
110
Project: _______________________________
Score: _________________
photosynthesis, but we know it's absorbing light and it's likely to be involved in photosynthetic
apparatus somehow. It could be a bona fide new form of chlorophyll that exists in something living."
In July 2008, Min's colleagues collected samples of stromatolites—structures formed from layers of
cyanobacteria, calcium carbonate and sediments— and microbial mats from Hamelin Pool in Shark
Bay, Western Australia, which is known to contain some of the most diverse and oldest stromatolites in
the world. Cyanobacteria and other microorganisms build stromatolites in shallow water as they grow,
gradually trapping and binding sediments into the small rock-like towers and mounds. Chen ground up
the samples in a mortar and pestle and cultured the microorganisms in petri dishes under continuous
illumination by near-infrared LEDs. Eventually, only microorganisms like cyanobacteria capable of
photosynthesis using near-infrared light survived in the cultures.
Chen then used solvents to extract the living cells and pigments from the cultures and analyze their
properties with a variety of laboratory techniques. The collective results suggested that the
cyanobacteria contained a novel form of chlorophyll that can absorb near-infrared light up to 706
nanometers (nm) in vitro, with a fluorescence of 722 nm. Chen named the proposed variant chlorophyll
f. A technique called high-performance liquid chromatography (HPLC), which separates molecules
based on chemical properties (like whether they are hydrophobic or hydrophilic), confirmed that
chlorophyll f is distinct from the four known varieties of chlorophyll. Nuclear magnetic resonance
spectroscopy, which allows scientists to determine the arrangement of atoms within a molecular
structure, reaffirmed the pigment's distinctiveness. And mass spectrometry, which determines the
atomic mass of a molecule, revealed that chlorophyll f had an identical mass to chlorophyll b, which
suggests they might be isomers of one another. "You can imagine an enzyme evolved that oxidizes the
same precursor for chlorophyll b into this new form," Lagarias says.
Although Chen's results indicate the discovery of a novel light-absorbing molecule related to but
distinct from known forms of chlorophyll, a few caveats complicate precise interpretation of her
results. Firstly, the researchers had difficulty growing cultures of a single species, so it's unclear
exactly which microorganism chlorophyll f comes from. Similarly, the researchers also struggled to
grow cultures that yielded pure chlorophyll f untainted by other forms of chlorophyll. And a direct link
between chlorophyll f and photosynthesis will require further research, which Chen says is now under
way. "They haven't demonstrated that chlorophyll f is in the reaction center [the main site of
photosynthesis]," Lagarias says. "But their results suggest the molecule is fairly abundant, so it
probably plays some specialized role."
If cyanobacteria do in fact rely on chlorophyll f, then they might perform photosynthesis with light that
is useless for most their neighbors—a significant advantage, especially in the dense and diverse
EL8_2015
111
Project: _______________________________
Score: _________________
communities of photosynthetic microorganisms that live within microbial mats and stromatolites and
compete for energy from light. "In a microbial mat, infrared light not being absorbed by other
organisms in the mat may be the only wavelengths of light available to you," says Lagarias says. "The
implications are that this organism would occupy a critical niche and survive even though there are
thousands of other organisms growing all around it."
Blankenship sees applications for biotechnology as well. "If this chlorophyll could be put into a plant
and function properly, then it would be able to utilize some additional light energy that no plant now
can use," he wrote via e-mail. "This has the potential to increase the efficiency of photosynthesis, as
before energy storage can take place, the light has to be absorbed. Any wavelengths of light that are not
absorbed are lost forever. A typical plant absorbs most of the sunlight in the visible region (400–700
nm) but very little beyond 700 nm [which marks the border between red and infrared light]. The visible
region accounts for about half of the solar output energy. By pushing the absorption into longer
wavelengths, an additional 10 percent% or so of the solar output is potentially useable."
EL8_2015
112
Project: _______________________________
Score: _________________
Questions
1. According to the passage, how is chlorophyll f different than ordinary forms of chlorophyll?
A. The chlorophyll f absorbs energy from light through photosynthesis
B. The chlorophyll f absorbs wavelengths of light that other forms cannot
C. The chlorophyll f absorbs nutrients from food, hence the name chlorophyll f
D. The chlorophyll f cannot absorb light necessary for photosynthesis
2. Suppose a botanist was able to add chlorophyll f to a plant used to produce food. What change
would you expect to observe in the plant?
A. The plants will not grow because they need the sunlight to undergo photosynthesis
B. The plants will absorb infrared light to undergo photosynthesis
C. The plants will absorb ultraviolet light to undergo photosynthesis
D. The plants will grow smaller than other plants annuals plants in the soil
3. In a lab investigating the effect of light intensity on photosynthesis, test tubes were placed in
locations of various lighting where the rate of photosynthesis was observed by the oxygen output
from the bubbles. What variable is demonstrated by the number of bubbles recorded in the
experiment?
A. Dependent variable
B. Independent variable
C. Control group
D. Constants
4. Both plants and animals have many similar organelles. Both organisms use mitochondria to
metabolize sugar to produce energy. However, only plants have chloroplast. Why is chloroplast
useful for plants?
A. It is used to absorb energy to produce sugars
B. It is used to produce energy from sugars
C. It is used to create a barrier for the transport of information throughout a cell
D. It is used to produce proteins in a cell
EL8_2015
113
Teacher
CARBON CYCLE STATION GAME
(Adapted from Resources for Educators from the National Center for Atmospheric Research)
http://www.ucar.edu
Next Generation Sunshine State Standards Benchmark:
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are
continuously transferred within and between organisms and their physical environment.
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen in different fields of
science.
Purpose:
Model the movement of carbon through the environment
Problem Statement:
How does carbon move through the environment? How can the carbon cycle become unbalanced?
Background Information for the teacher:
The movement of carbon through various aspects of the natural environment is the focus of much
scientific research. Global warming and climate change can be attributed to the increased amount of heattrapping gases, such as carbon dioxide. Students must develop an understanding of how carbon moves
through the environment in order to appreciate the complexity of developing solutions to address
problems associated with climate change. In addition, since anthropogenic influences impact how much
carbon is reintroduced to the active carbon cycle, students should recognize that human actions negatively
affect the environment.
What is the Carbon Cycle?
All living organisms are based on the carbon atom. Unique among the common elements of the Earth's
surface, the carbon atom has the ability to form bonds with as many as four other atoms (including other
carbon atoms) and to form double bonds to itself. Carbon compounds can be solid, liquid, or gas under
conditions commonly found on the Earth's surface. Because of this, carbon can help form solid minerals
(such as limestone), 'squishy' organisms (such as plants and animals), and can be dissolved in water or
carried around the world through the atmosphere as carbon dioxide gas. The attributes of the remarkable
carbon atom make possible the existence of all organic compounds essential to life on Earth.
Carbon atoms continually move through living organisms, the oceans, the atmosphere, and the crust of the
planet. This movement is known as the carbon cycle. The paths taken by carbon atoms through this cycle
are extremely complex, and may take millions of years to come full circle.
EL8_2015
114
Teacher
Modified with permission from Global Climates - Past, Present, and Future, S. Henderson, S. Holman,
and L. Mortensen (Eds.). EPA Report No. EPA/600/R-93/126, U.S. Environmental Protection Agency,
Office of Research and Development, Washington, DC. pp. 59 - 64.
Materials:
 7 Dice
 7 Station Signs
 7 Station Movement Directions
 Carbon Cycle Passport for Each Student
 Carbon Atom Model for Each Student
 Blank Bar Graph for Each Student
What the teacher will do:
Teacher Preparation:
Print and laminate station signs for durability. Place signs outside next to real life
examples. For example place “plant” station by flowers, plants or grass. Place “soil”
station on the ground, etc. Place one die at each station.
Before
activity:
EL8_2015
Engage: Dirt for Lunch
1. Have students list everything they are having or had for lunch.
2. Ask students if they can name a food in their lunch that did not come from dirt?
Mention that no matter what you will eat or have eaten for lunch, ultimately
they are eating dirt!
3. Have students create a concept map to attempt to figure out the ingredients in
different foods and, as a group, trace each food’s origin back to the Earth.
4. Use a tuna fish sandwich for an example.
 The bread came from wheat grown in the dirt.
 Pickles are preserved cucumbers grown in the dirt.
 Lettuce was grown in the dirt.
115
Teacher

During
activity:
Mayonnaise came from eggs, which came from chickens that ate grains
grown in the dirt.
 Tuna living in the ocean eat smaller fish that eat zooplankton that eat
phytoplankton, which need nutrients from the decomposed bodies of
dead plants and animals accumulated on the ocean floor and brought to
the surface by currents.
5. Optional: As a group create a poster using an appropriate graphic organizer
explaining “I Eat Dirt…Ask Me How”. Drawings, magazine cutouts, or
computer graphics should be incorporated into the poster.
Optional: Studyjams-Carbon Cycle, TED Ed-Carbon Cycle, BBC-Carbon Cycle
What the teacher will do:
Explore:
1. Tell students that they are going to be carbon atoms moving through the carbon
cycle.
2. Using the carbon atom model, have students draw in the protons, neutrons and
electrons.
3. Students then wear the carbon atom model as they travel the Carbon Cycle.
4. Categorize the places carbon can be found into these stations: Atmosphere,
Plants, Animals, Soil, Ocean, Deep Ocean, and Fossil Fuels. Point out the
areas outside or in the room that are labeled with each station and contain the
directions for movement from that station.
5. Assign students to each station randomly and evenly. Have students identify
the different places carbon could go from that given station. Discuss the
processes that allow for the transfer of carbon between stations. Students
should make a line and roll the die individually to follow the directions for
movement from (or retention at) each station. Remind them that they are
representing atoms of carbon moving through the carbon cycle and that they
should record their movements on the data sheet.
6. Students will realize the routine movements (or non-movements) in the carbon
cycle.
7. Once the carbon atoms (students) have had a chance to roll the die ten times,
have each student create a bar graph using the data they collected. The bar
graph should represent the number of times the carbon atom (student) was at
each station.
8. Using graph paper, create a large bar graph recording the number of carbon
atoms (students) at each station.
What the teacher will do:
Explain
Have students complete the Claim-Evidence-Reasoning to respond to the problem
statement.
After
activity:
EL8_2015
Elaborate/Extend
Present students with the following problem and task to research solve.
Problem:
Humans cause many combustion processes that dramatically increase the
concentrations of acid-producing oxides in the Earth’s atmosphere. For example, when
any type of fuel is burnt, several types of chemicals are produced. Power stations,
factories, and automobiles burn fuels. Some of the gases that are released from these
116
Teacher
fuels, especially nitrogen oxides and sulphur dioxide, react with the tiny droplets of
water in clouds to form sulphuric and nitric acids. The rain from these clouds then falls
as very weak acid; this acid is commonly described as “acid rain.” While acid rain is
not harmful to humans, acid rain does trigger inorganic and biochemical reactions that
are harmful to the environment. Immediate, sustainable actions need to be taken to
decrease the high concentrations of acid-producing oxides in the Earth’s atmosphere.
Task:
Your mission is to develop and implement a feasible “Acid Rain Reduction Plan” for
your school, family, or neighborhood community.
FCAT Connection
1. Which of the following processes would be most likely to release carbon
dioxide into the environment?
A. building a wooden house
B. growing trees in the yard
C. burning wood in a campfire
D. chipping up wood for mulch
2. Fossil fuels such as natural gas and petroleum contain carbon. How did the
carbon get into the fossil fuels?
A. It migrated into them from the rocks in which the fossil fuels are found.
B. It seeped out of coal buried near the fossil fuel deposits underground.
C. It was in the air that was trapped underground when the fossil fuels
formed.
D. It was once part of the organisms from which the fossil fuels formed.
3. Which of the following is NOT a way carbon dioxide returns to the
atmosphere?
A. decay of organisms
B. emissions by factories
C. photosynthesis
D. respiration
Reading Passage Answer Key
1. B 2. A 3.C 4.A
EL8_2015
117
Student
CARBON CYCLE STATION GAME
Next Generation Sunshine State Standards Benchmark:
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are
continuously transferred within and between organisms and their physical environment.
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen in different fields of
science.
What is the Carbon Cycle?
All living organisms are based on the carbon atom. Unique among the common elements of the Earth's
surface, the carbon atom has the ability to form bonds with as many as four other atoms (including other
carbon atoms) and to form double bonds to itself. Carbon compounds can be solid, liquid, or gas under
conditions commonly found on the Earth's surface. Because of this, carbon can help form solid minerals
(such as limestone), 'squishy' organisms (such as plants and animals), and can be dissolved in water or
carried around the world through the atmosphere as carbon dioxide gas. The attributes of the remarkable
carbon atom make possible the existence of all organic compounds essential to life on Earth.
Carbon atoms continually move through living organisms, the oceans, the atmosphere, and the crust of the
planet. This movement is known as the carbon cycle. The paths taken by carbon atoms through this cycle
are extremely complex, and may take millions of years to come full circle.
EL8_2015
118
Student
Name: __________________________________________Period: _______ Date: ________
TRAVEL THE CARBON CYCLE
Start Location: ________________________
Trip 1: Where I’m going
How I’m getting there:
Trip 6: Where I’m going
How I’m getting there:
Trip 2: Where I’m going
How I’m getting there:
Trip 7: Where I’m going
How I’m getting there:
Trip 3: Where I’m going
How I’m getting there:
Trip 8: Where I’m going
How I’m getting there:
Trip 4: Where I’m going
How I’m getting there:
Trip 9: Where I’m going
How I’m getting there:
Trip 5: Where I’m going
How I’m getting there:
Trip 10: Where I’m
going
How I’m getting there:
EL8_2015
119
Title:
Stations
EL8_2015
120
Student
Conclusion:
Problem Statement: How does carbon move through the environment? How can the carbon
cycle become unbalanced?
Claim: (Make a statement that answers the research question, based on what you observed
in the lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim. Include information from observations and notes from video.)
Evaluation:
1. Which of the following processes would be most likely to release carbon dioxide into the
environment?
A. building a wooden house
B. growing trees in the yard
C. burning wood in a campfire
D. chipping up wood for mulch
2. Fossil fuels such as natural gas and petroleum contain carbon. How did the carbon get into the
fossil fuels?
A. It migrated into them from the rocks in which the fossil fuels are found.
B. It seeped out of coal buried near the fossil fuel deposits underground.
C. It was in the air that was trapped underground when the fossil fuels formed.
D. It was once part of the organisms from which the fossil fuels formed.
3. Which of the following is NOT a way carbon dioxide returns to the atmosphere?
A. decay of organisms
B. emissions by factories
C. photosynthesis
D. respiration
EL8_2015
121
Stations
The Carbon Cycle
THE ATMOSPHERE
You are currently a molecule of carbon dioxide in the atmosphere.
If you roll…
Then you …
1
Stay in the atmosphere. Much of the carbon dioxide in the
atmosphere moves through the atmosphere.
2
Go to plant. You are used by a plant in photosynthesis.
3
Stay in the atmosphere. Much of the carbon dioxide in the
atmosphere moves through the atmosphere.
4
Stay in the atmosphere. Much of the carbon dioxide in the
atmosphere circulates through the atmosphere.
5
Go to surface ocean.
6
Go to plant. You are used by a plant in photosynthesis.
EL8_2015
122
Stations
The Carbon Cycle
PLANTS
BIOSPHERE
You are currently a carbon molecule in the structure of the plant.
If you roll…
Then you …
1
Go to soil. The tree shed its leaves.
2
Stay in plant. You are a carbon molecule in the tree’s trunk.
3
Go to animal. The leaves and berries that the plant produced
contain your carbon molecule and were eaten.
4
Stay in plant. You are a carbon molecule in the tree’s roots.
5
Stay in plant. You are a carbon molecule in the tree’s
branches.
6
Stay in plant. You are a carbon molecule in the tree’s trunk.
EL8_2015
123
Stations
The Carbon Cycle
ANIMALS
BIOSPHERE
You are currently a molecule of carbon in an animal.
If you roll…
Then you …
1
Stay in animal. The carbon molecule is stored as fat in the
animal.
2
Go to soil. The animal that consumed you died and your
carbon molecule is returned to the soil.
3
Go to atmosphere. The animal that consumed you respired
(breathed) you out as carbon dioxide.
4
Stay in animal. You are eaten by a predator.
5
Go to atmosphere. The animal that consumed you respired
(breathed) you out as carbon dioxide.
6
Go to atmosphere. The animal that consumed you respired
(breathed) you out as carbon dioxide.
EL8_2015
124
Stations
The Carbon Cycle
SOIL
GEOSPHERE
You are currently a molecule of carbon dioxide in the soil.
If you roll…
Then you …
1
Stay in the soil. Much of the carbon in the soil is stored there.
2
Go to plant. You are used by a plant in photosynthesis.
3
Go to fossil fuels. Your carbon molecule has been in the soil
so long it turns into fossil fuels.
4
Go to the atmosphere.
5
Stay in the soil.
6
Go to fossil fuels. Your carbon molecule has been in the soil
so long that it turns into fossil fuels.
EL8_2015
125
Stations
The Carbon Cycle
SURFACE OCEAN
HYDROSPHERE
You are currently a molecule of carbon dioxide in the surface ocean.
If you roll…
Then you …
1
Go to deep ocean.
2
Stay in the surface ocean.
3
Go to deep ocean. Your carbon atom was part of an ocean
organism that has died and has sunk to the bottom of the
ocean.
4
Stay in the surface ocean.
5
Go to the atmosphere.
6
Go to the atmosphere.
EL8_2015
126
Stations
The Carbon Cycle
DEEP OCEAN
HYDROSPHERE
You are currently a molecule of carbon in the deep ocean.
If you roll…
Then you …
1
Stay in the deep ocean.
2
Stay in the deep ocean.
3
Go to surface ocean.
4
Go to surface ocean.
5
Go to surface ocean.
6
Go to animal. An organism in the water has taken you up as
food in the deep ocean.
EL8_2015
127
Stations
The Carbon Cycle
FOSSIL FUELS
GEOSPHERE
Fossil fuels are a rich source of energy that has been created from carbon that has been stored
for many millions of years.
If you roll…
Then you …
1
Stay in the fossil fuels.
2
Stay in the fossil fuels.
3
Stay in the fossil fuels.
4
Stay in the fossil fuels.
5
Go to the atmosphere. Humans have pumped the fuel that
you are part of out of the ground and have used it to power
their cars.
6
Go to the atmosphere.
EL8_2015
128
Stations
Carbon ‘sponge’ found beneath desert
It appears to have locked up loads of climate-warming carbon
By Thomas Sumner
7:00am, August 17, 2015
Plants pull carbon from the air. Farm irrigation can later flush that carbon deep underground. Groundwater
aquifers beneath deserts appear to now hoard hundreds of billions of metric tons of carbon, acquired this way.
That's the finding of research at China’s Taklamakan Desert (shown).
Irrigating farms in dry parts of the globe may provide an unplanned climate benefit. This water appears to
have washed enormous amounts of carbon deep underground, a new study indicates. Locked away there
— in the form of the climate-warming carbon dioxide — this carbon has not had an opportunity to
contribute to global warming.
Over the past century, human activities have been spewing huge amounts of carbon dioxide, or CO2, into
the air. Much of it comes from the burning of fossil fuels and of forests. In recent decades this air
pollution has been fueling a low-grade fever in Earth’s atmosphere. But this global warming has not been
as big as emissions would had suggested it should be. For some reason, as much as 30 percent of the CO2
seems to have gone missing. And the new study now finds evidence that farm irrigation may have stored
up to one-fifth of it beneath deserts.
The amount of carbon in this stash appears huge — up to one trillion metric tons, the new study finds. If
true, it would be equal to more than all of the carbon now held by trees and other land-based plants.
EL8_2015
129
Stations
“We’ve found a carbon sink in the most unlikely place” — under irrigated deserts, says Yan Li. He’s an
ecologist at the Chinese Academy of Sciences in Urumqi. At least this is what Li and his colleagues
proposed online July 28 in Geophysical Research Letters.
“Almost nobody paid attention to these desert regions,” Li says. That’s because desert regions lack
abundant plant life. Through photosynthesis, these green plants suck up and store huge amounts of carbon
in their tissues, he says.
In the last decade, several studies had measured deserts absorbing unexpectedly big amounts of CO2.
Such findings were controversial, however. Scientists could not explain where the absorbed carbon had
gone.
Li and colleagues decided to hunt for this vanished carbon around northwest China’s Tarim Basin. It’s
home to China’s largest desert. Eighty-five percent of this Taklamakan Desert consists of little more than
sand dunes. The researchers sampled groundwater at 170 sites beneath the basin. They also sampled
nearby streams and irrigation ditches. This surface water quenches the thirst of farms that straddle the
desert’s perimeter.
Farmers in dry climates tend to overwater their crops. This helps to flush out large amounts of salt from
the soil (which would poison any crops they might want to grow in that soil). As the water passes through
the salty soil, the amount of dissolved carbon in the water more than doubles, Li’s team found. Salty,
alkaline water can hold more carbon than pure water. Some of the water percolating down through the
ground will end up in underground aquifers. These can then lock away carbon that would otherwise
escape back into the atmosphere.
This process boosts the annual amount of CO2 absorbed by each square meter of desert from 1.34 grams
to 20 grams or more, Li’s team finds. That’s an amount of CO2 comparable to what forest lands absorb,
the researchers estimate. And the same thing might be happening in other desert regions with farming —
such as California and the American Southwest. If this does occur, then this irrigation wash water could
mean that desert aquifers are among the top three ongoing carbon sinks on land, Li says.
The Tarim Basin carbon sink is probably relatively new. Scientists have been able to use carbon dating to
calculate the age of its groundwater. Tested samples revealed a sharp climb in the water's collection of
carbon. This started roughly 2,000 years ago, when Silk Road trade routes opened the region to farming.
Water collects in groundwater below non-deserts too. However, people often pump those supplies for
drinking and irrigation. They don’t tend to remove water from desert aquifers because is too salty for such
uses. That means the carbon in this water could remain underground indefinitely, Li says.
“The carbon goes into the ground and stays there,” he suspects. As such, countries might consider
irrigating more of the desert to purposely lock up carbon, he proposes, to help combat climate change.
The new work demonstrates how little we know about arid lands, says R. Dave Evans. He’s an ecologist
of Washington State University in Pullman. Researchers now can go out and look for signs this also
occurs in other irrigated deserts, he says.
But further study is definitely needed, says Akihiro Koyama. A biogeochemist, he works at Algoma
University in Sault Ste. Marie, Canada. “This is worth looking into,” he says, “but I’d be really cautious.”
Finding relatively young carbon in the aquifers does not prove that desert irrigation will lock up carbon
EL8_2015
130
Stations
underground, he explains. The new carbon might simply push the old out through some yet-to-bediscovered means. Then there would be no climate benefit effect.
Questions
1. As carbon cycles from one location to another during the lab, what happens to the amount of
carbon on the Earth?
A. The amount of carbon will increase as animals consume it
B. The amount of carbon will increase as it enters the soil
C. The amount of carbon will stay the same because it is conserved through the different
spheres
D. The amount of carbon will decrease because plants will continue to consume carbon
dioxide and release oxygen
2. Which statement in the passage best exemplifies the author’s meaning when referring to the desert
as a carbon “sponge”?
A. The desert retains basins of carbon underground
B. The farmers soak up carbon in the desert for farming
C. Carbon is used as a sponge to clean the desert of pollutants
D. The desert is soaked with fossil fuels for gas production
3. In the passage it is mentioned that “countries might consider irrigating more of the desert to
purposely lock up carbon”. Doing so is intended to help combat what global event?
A. Hurricanes
B. Jet Streams
C. Global warming
D. Pollution
4. What is the biogeochemist Akihiro Koyama referring to when he warns about the proliferation of
desert irrigation?
A. Carbon can cycle out into the atmosphere through other means
B. Desert irrigation will not produce more harvest for farmers
C. The carbon in the desert can get trapped underground
D. Desert carbon sinks will not benefit the production of fossil fuels.
EL8_2015
131
Teacher
SCALE OF OUR UNIVERSE MODELING ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (Also assesses
SC.8.E.5.1 and SC.8.E.5.2.)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields
of science such as biology, geology, and physics.
Purpose of Activity:
 Students will identify the various celestial bodies in our universe through a hands-on modeling
activity.
 Students will understand relative scales of the various distances of the Universe by incorporating a
scale in their model of the universe
Problem Statement:
 How can a model be used to describe the vastness (largeness) of our universe?
Materials (Suggested, but not limited to)
 Modeling clay
 String
 Different sized balls
 Markers


Paper
Scissors


Balloons
Straws
Procedures:
Before
Engage:
Activity
 Teacher will project http://htwins.net/scale2/ to introduce how large our
universe is and all that is inside.
 Teacher will ask students what else they think is inside the universe and
how long it would take to reach the outskirts of our solar system.
During
Explore
Activity
 Teacher must explain expectations and directions for activity:
 Students will be given a list of celestial objects they are to include in their
model (see student handout). And develop a problem statement
 Students will work in groups of 2-3 to create a scale to use to illustrate
distances between the objects.
 Students will gather any materials they wish to use to create their model of
the universe.
Explain
 Students will explain how they created their universe model.
 Students will demonstrate their understanding of the scale of the universe
by explaining the different celestial bodies and how far apart they are based
on the scale they used in their model.
After
Elaborate
Activity
 After activity, students will complete activity write up and discuss the
benefits and limitations of their model.
Evaluate
 Teacher will evaluate understanding of objectives based on student
conclusions in C-E-R.
EL8_2015
132
Teacher
FCAT Connection:
1. Which statement about relative astronomical size is correct?
A.
B.
C.
D.
The diameter of Earth is bigger than the diameter of the Sun.
Our Solar System is bigger than the Milky Way galaxy.
Asteroids are the largest of the minor bodies in our Solar System.
The orbit of our Moon is smaller than the dwarf planet Pluto.
2. It would be appropriate to use Astronomical Units (AU) to measure the
distance between which of the following?
A.
B.
C.
D.
stars
galaxies
countries
planets
3. Which of the following correctly describes the relationship between
astronomical bodies in outer space?
A. Mars is larger than Earth.
B. The Milky Way is much larger than our Solar System.
C. The Moon is further away from the Sun than the asteroid belt.
D. The orbits of planets are greater than the orbits of the satellites.
Reading Passage Answer Key
1. A 2. A 3.A 4.D
EL8_2015
133
Student
SCALE OF OUR UNIVERSE MODELING ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (Also assesses
SC.8.E.5.1 and SC.8.E.5.2.)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields
of science such as biology, geology, and physics.
Celestial Body
Earth (planet)
Moon
Mars (planet)
Neptune (planet)
Asteroid Belt
Sun
Betelgeuse Star
Andromeda Galaxy
What’s in our Universe?
Distance from Earth
0
384,400 km
225,000,000 km
4,300,000,000 km
255,000,000 km
149,600,000 km
6,050,000,000,000,000 km
24,000,000,000,000,000,000 km
Problem Statement
How can a model be used to describe the vastness (largeness) of our universe?
Materials
Procedures (Plan of Model)
Build, draw, or map out your model on a separate paper.
EL8_2015
134
Student
Conclusion
Problem statement: How can a model be used to describe the vastness (largeness) of our universe?
Claim:
Make a CLAIM based on what you observed in the activity today and responds to the problem statement.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
Evaluation:
1. Which statement about relative astronomical size is correct?
A.
B.
C.
D.
The diameter of Earth is bigger than the diameter of the Sun.
Our Solar System is bigger than the Milky Way galaxy.
Asteroids are the largest of the minor bodies in our Solar System.
The orbit of our Moon is smaller than the dwarf planet Pluto.
EL8_2015
135
Student
2. It would be appropriate to use Astronomical Units (AU) to measure the distance between which of
the following?
A.
B.
C.
D.
stars
galaxies
countries
planets
3. Which of the following correctly describes the relationship between astronomical bodies in outer
space?
A. Mars is larger than Earth.
B. The Milky Way is much larger than our Solar System.
C. The Moon is further away from the Sun than the asteroid belt.
D. The orbits of planets are greater than the orbits of the satellites.
EL8_2015
136
Student
EL8_2015
137
Student
EL8_2015
138
Student
EL8_2015
139
Student
EL8_2015
140
Student
EL8_2015
141
Student
Questions
1. “By the turn of the 20th century, astronomers knew that the Sun was just
one star in a galaxy comprised of billions of other stars. At the time,
however, they thought that our galaxy might be the entire universe.”
This statement best demonstrates
A. Scientific knowledge may change as new information is discovered
over time
B. Scientists wait many years before they modify their beliefs
C. Scientific knowledge may change as old information is discarded
D. Scientists conduct many experiments across the galaxy to find
information about stars
2. According to the passage, two American scientists found “unexpected
static in their radio antennas”. Cosmologists have developed models to
advance their understanding of the universe. The various discoveries
and models used to attempt to explain the creation of the universe is an
example of which scientific principle?
A. A scientific theory
B. A scientific law
C. A scientific conundrum
D. Scientists replicate research findings
3. The statement that “Newton knew what gravity did but he could not
explain why gravity did it” is the basic difference between
A. A scientific law and a scientific theory
B. A scientific theory and a societal law
C. A scientific law and a societal law
D. A hypothesis and a scientific law
4. Rommel draws a diagram to show the relative sizes of several parts of
the universe. Which of these is larger than a solar system, but smaller
than the universe?
A. Comet
B. Galaxy
C. Moon
D. Star
EL8_2015
142
Teacher
STAR BRIGHT APPARENT MAGNITUDE LAB
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness),
temperature (color), size, and luminosity (absolute brightness). AA (Cognitive Complexity: Level 2: Basic
Application of Skills & Concepts)
SC.8.N.1.1 Define a problem from the 8th grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types: systematic
observations, or experiments, identify variables. AA (Cognitive Complexity: Level 3: Strategic Thinking &
Complex Reasoning)
Purpose:
 Students will demonstrate how distance affects the apparent magnitude and absolute brightness of
a flashlight and relate it to brightness of stars.
 Students will explain the apparent magnitude and absolute brightness of a star.
 Students will classify stars based on shared characteristics.
Problem Statement: What determines the brightness of a star?
Materials (per group):
 3 pencils
 1 meter stick

Tape

2 flashlights
Procedures:
Preparation:
 Prepare materials
Before Activity
During Activity
EL8_2015
Engage:
 Teacher shows the Discovery Education Video on Brightness & Luminosity
http://app.discoveryeducation.com/player/view/assetGuid/E9FF8166-9C574D00-A9D0-169D2845F09E
 Teacher reviews vocabulary and clarifies the meaning of “absolute
brightness” and “apparent magnitude” as the terms to use.
 Teacher will ask students what other things emit light and are bright, such as
stars to transition to lab activity.
Explore:
 Teacher will pass out lab handouts and students will read background
information.
 Students will answer the pre-lab questions and teacher will begin a discussion
on the purpose of the lab.
 Students will work in groups of 3 to execute the lab activity.
 Teacher will monitor groups and ask students the following questions:
1. How does distance of the flashlight affect what you see?
The closer the flashlight is, the brighter it appears; and the further
away the flashlight is the dimmer it appears.
2. When the flashlights are the same distance from you, what do you see
and why?
When the flashlights are both close and both far their brightness is the
same. This is because both flashlights are emitting the same amount of
brightness since they are the same flashlight.
143
Teacher
3. How does this activity relate to our objective and our knowledge
about stars?
This activity shows us how distance affects the observed brightness of
a star. For example, stars that are really far away may be bright but
don’t seem bright because of their distance. Stars that are closer to
Earth seem brighter because there is less distance between the star
and the Earth.
Explain:
 Students write their explanations and conclusions in their lab handout
 Students will answer the question: “What is the relationship between a star’s
apparent magnitude and distance from Earth?” in the C-E-R template
Elaborate
 After students complete the Apparent Magnitude lab and there is sufficient
time, the teacher may pass out the following worksheet taken from
www.middleschoolscience.com to reinforce concepts related to brightness of
stars:
http://www.middleschoolscience.com/magnitude.pdf
Evaluate
 Teacher will evaluate student understanding and mastery of concept based on
responses for conclusion of lab.
FCAT Connection:
1. Which factor is NOT used to determine a star's apparent magnitude?
A. how big the star is
B. how hot the star is
C. how dense the star is
D. how far away the star is
After Activity
2. The observed brightness of a star depends on which factors?
A. the star's temperature, size, and composition
B. the star's brightness, size, and distance
C. the star's shape, distance, and size
D. the star's composition, shape, and temperature
3. The surface temperature of a star is indicated by which characteristic?
A. shape
B. absolute brightness
C. color
D. size
4. Brandon learns that a star's luminosity is a measure of the star's absolute
brightness, and is determined by a combination of the star's physical properties.
Which of the following correctly describes the relationship between the
luminosity of two stars that have the same radius?
A. The star that is hotter will have a lower luminosity.
B. The star that is hotter will have a higher luminosity.
C. The stars' luminosities will depend on how close they are to the Sun.
D. The stars will have the same luminosity since their radii are the same.
EL8_2015
144
Student
“STAR BRIGHT” Apparent Magnitude Lab
Purpose: To demonstrate how distance affects the apparent magnitude and absolute brightness of an
object.
Background:
Stars vary widely in brightness. Some appear very bright, while others are barely visible to the naked eye.
Around 150 B.C., long before the invention of telescopes, the Greek astronomer Hipparchus devised a
scale to measure apparent magnitude, the brightness of stars as seen with the naked eye from Earth. He
gave a value of 1 to the brightest star and a value of 6 to the dimmest. Today, we use a variation of his
scale to measure the brightness of stars. Instead of observing and estimating magnitudes with the naked
eye, we now use an instrument called a photometer, which produces more precise measurements. Also,
the scale has been extended beyond 1 to 6 so astronomers can measure an even broader range of
brightness. In this project, you will demonstrate the effect of luminosity (absolute brightness) and distance
on the apparent magnitude of a star. You will build an instrument to measure apparent magnitude. You
will learn how apparent magnitude differs from intrinsic (natural) luminosity, which is the amount of light
a star emits. You will also discover the difference between apparent and absolute magnitude.
Materials




3 pencils
Meter stick
tape
2 identical incandescent flashlights with new batteries
Procedures
1. Assign group members their roles.
2. Tape pencil 1 to the ground to mark the starting point of this lab.
3. Measure 3 meters from pencil 1 and tape pencil 2 to the ground.
4. Measure 3 meters from pencil 2 and tape pencil 3 to the ground. Pencil 3 should be 6 meters from
pencil 1.
5. Turn off the lights, stand beside pencil 1.
6. Instruct two of your teammates to hold flashlights and to stand side by side at Pencil 2.
7. Instruct your two teammates to turn on their flashlights and shine them toward you.
8. Look at the lights just long enough to compare their brightness and record your observations.
9. Ask one of your teammates to move to Pencil 3, while continuing to shine the light toward you.
10. Compare the brightness of the lights and record your observations.
11. Ask your other teammate to move to the third pencil while continuing to shine the light toward
you.
12. Compare the brightness of the lights and record your observations.
Pre-Lab Questions
How do stars vary from one another?
What is the difference between absolute brightness and apparent magnitude of a star?
EL8_2015
145
Student
Observation Notes
Flashlights turned on from Pencil
2
Flashlight 1 on Pencil 2
Flashlight 2 on Pencil 3
Flashlights turned on from Pencil
3
Conclusion
Problem statement: What determines the brightness of a star?
Claim:
Make a CLAIM based on what you observed in the activity today and responds to the problem statement.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
EL8_2015
146
Student
Evaluation:
1. Which factor is NOT used to determine a star's apparent magnitude?
A.
B.
C.
D.
how big the star is
how hot the star is
how dense the star is
how far away the star is
2. The observed brightness of a star depends on which factors?
A.
B.
C.
D.
the star's temperature, size, and composition
the star's brightness, size, and distance
the star's shape, distance, and size
the star's composition, shape, and temperature
3. The surface temperature of a star is indicated by which characteristic?
A.
B.
C.
D.
shape
absolute brightness
color
size
4. Brandon learns that a star's luminosity is a measure of the star's absolute brightness, and is
determined by a combination of the star's physical properties. Which of the following correctly
describes the relationship between the luminosity of two stars that have the same radius?
A.
B.
C.
D.
The star that is hotter will have a lower luminosity.
The star that is hotter will have a higher luminosity.
The stars' luminosities will depend on how close they are to the Sun.
The stars will have the same luminosity since their radii are the same.
EL8_2015
147
Teacher
Project Based STEM Activities for Middle Grades Science
Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a
student-centered learning environment in which students investigate and engineer solutions to realworld problems, and construct evidence-based explanations of real-world phenomena within their
science content. Students are also provided the opportunity to re-design models they have
developed, based on peer feedback and reviews. Through these engineering practices within the
content, students can gain a deeper understanding of science and are exposed to how STEM
relates to their education and future career goals.
Star Brightness
Engagement or
Introduction:
Standard
Alignment:
Step 3
Develop Possible Solution(s)
Step 2
Researc
h the
Need or
Problem
Step 1
Identify the Need
or Problem
Teacher Set-Up
Suggested Student
Timeframe:
Cross-Curricular
Standards:
Define
Problem/Scenario:
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including
a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear pronunciation.
MAFS.8.F.2.5: Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function is increasing or decreasing,
linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function
that has been described verbally.
In an effort to better engage students with the concept of stellar properties, a private
space agency is funding a project to develop educational technology able to allow
students to manipulate a model star. You have decided to apply for the project and
well need to demonstrate your invention.
Expected Task:
Develop and demonstrate an adjustable model that can simulate various components
of a star to adjust the star’s magnitude.
Research and
Citations:
Written information by the students about the need or problem being solved with
citations noted.
Vocabulary:
apparent magnitude (brightness), luminosity (absolute brightness), star, temperature
Criteria:
Teams should be comprised of 3-4 students
Model should be easily adjustable (quickly interchangeable parts or adjustable parts)
Model will demonstrate differences in luminosity based on size and color
The size range that is demonstrated must have the largest star at least 100 times
larger than the smallest star
Only 1 light source is allowed in the model
Demonstrations of the model should be under 2 minutes in length and display
Colors area limited to the colors of actual stars
The size range
You may be up to 5 interchangeable parts other than the main component, device or
set-up for you model
Flash light or other light source
Black construction paper
Cardboard (individual panels or box)
Tape/glue
Scissors
Colored plastic (clear plastic wrap and markers may substitute)
Constraints:
Materials:
EL8_2015
Following the Star Bright Apparent Magnitude Lab or similar activity, students should
reflect on how two identical flashlights are useful demonstrating apparent brightness,
but not absolute brightness.
SC.8.E.5.5: Describe and classify specific physical properties of stars: apparent
magnitude (brightness), temperature (color), size, and luminosity (absolute
brightness).
3 days (2 blocks)
148
Step 8
Redesign
Step 7
Communic
ate the
Solution(s)
Step 6
Test and
Evaluate the
Solution(s)
Step 4
Select the
Best Possible
Solution(s)/
Step 5
Construct a
Prototype
Teacher
EL8_2015
Building of the
Product
(Prototype, model
or Artifact):
Based on research and brainstorming of solutions, the students are to build a
prototype or their model or product.
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Students test the success of their prototype.
Project Summary:
Presentation of
Final Solution:
Re-designing of
the Prototype
Teacher Notes:
How does the model account for various temperatures of stars?
Can distance re a relevant variable in the model?
What were alternative methods of modeling star size?
Written description of completed task and proposed solution to presented problem or
scenario. This should include a product description similar to one that would be found
in a sales catalogue.
Demonstration of product with description.
Based on peer reviews, teacher input, and analysis of proposed solution, the students
are to re-design and rebuild a prototype of their model, product, etc.
149
Step 2
Research
the Need
or
Problem
Step 1
Identify the Need
or Problem
Project: _______________________________
Define
Problem/Scenario:
Expected Task:
Step 3
Develop Possible Solution(s)
Step 4
Select the
Best
Possible
Solution(s)/
Step 5
Construct a
Prototype
In an effort to better engage students with the concept of stellar
properties, a private space agency is funding a project to develop
educational technology able to allow students to manipulate a model
star. You have decided to apply for the project and well need to
demonstrate your invention.
Develop and demonstrate an adjustable model that can simulate
various components of a star to adjust the star’s magnitude.
Research and
Citations:
Vocabulary:
Criteria:
Step 6
Test and Evaluate the
Solution(s)
Score: _________________
Constraints:
Materials:
apparent magnitude (brightness), luminosity (absolute brightness),
star, temperature
Teams should be comprised of 3-4 students
Model should be easily adjustable (quickly interchangeable parts or
adjustable parts)
Model will demonstrate differences in luminosity based on size and
color
The size range that is demonstrated must have the largest star at
least 100 times larger than the smallest star
Only 1 light source is allowed in the model
Demonstrations of the model should be under 2 minutes in length and
display
Colors area limited to the colors of actual stars
The size range
You may be up to 5 interchangeable parts other than the main
component, device or set-up for you model
Flash light or other light source
Black construction paper
Cardboard (individual panels or box)
Tape/glue
Scissors
Colored plastic (clear plastic wrap and markers may substitute)
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Ste
p8
Red
esig
n
Step 7
Communicate the
Solution(s)
Project Summary:
EL8_2015
Presentation of
Final Solution:
Re-designing of
the Prototype
150
Teacher
THE MARTIAN SUN-TIMES
Next Generation Sunshine State Standards Benchmark:
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.).
Background Information: Sources: NASA.gov and http://nineplanets.org/mars.html
Our Solar system is a part of a spiral galaxy called the Milky Way. It is comprised of our nearest star, the
Sun, and the celestial bodies that surround it. There are eight (8) planets in our solar system – Pluto was
downgraded to a dwarf planet in 2006 mainly because it orbits around the Sun in “zones of similar objects
that can cross its path.” Pluto has a more distinguished recognition because dwarf planets orbiting the Sun
beyond Neptune are referred to as plutoids. Of the eight remaining planets, there are four (4) inner
“rocky” planets and four (4) outer “gas giants.” One of particular interest is Mars.
Mars (Greek: Ares) is the god of War. The planet probably got this name due to its red color; Mars is
sometimes referred to as the Red Planet. (An interesting side note: the Roman god Mars was a god of
agriculture before becoming associated with the Greek Ares; those in favor of colonizing and terraforming
Mars may prefer this symbolism.) The name of the month March derives from Mars.
Mars has been known since prehistoric times. Of course, it has been extensively studied with groundbased observatories. But even very large telescopes find Mars a difficult target, it's just too small. It is still
a favorite of science fiction writers as the most favorable place in the Solar System (other than Earth!).
Early in its history, Mars was much more like Earth. As with Earth almost all of its carbon dioxide was
used up to form carbonate rocks. But lacking the Earth's plate tectonics, Mars is unable to recycle any of
this carbon dioxide back into its atmosphere and so cannot sustain a significant greenhouse effect. The
surface of Mars is therefore much colder than the Earth would be at that distance from the Sun.
Background Information:
Distances in space can sometimes be hard to imagine because space is so vast. Think about measuring the
following objects: a textbook, the classroom door, or the distance from your house to school. You would
probably have to use different units of measurement. In order to measure long distances on Earth, we
would use kilometers. But larger units are required for measuring distances in space. One astronomical
unit equals 150 million km (1 AU = 150,000,000 km), which is the average distance from the Earth to the
Sun.
Materials:
Part 1 - various spherical objects of different sizes (i.e., basketball, softball, soccer ball, large marbles
small marbles, beads, etc.
Part 2 - receipt paper rolls (adding machine tape), meter stick, metric ruler, markers or colored pencils,
scissors
Part 3 - Computer with Internet access
EL8_2015
151
Teacher
Objectives
Students will:
 Explore the solar system
 Build a scale model of the solar system
 Gather, interpret, and compare current weather information for Mars and Earth.
Problem Statement:
How do models provide us with a better understanding of the Solar System?
Teacher note:
 Students are told that they are Earthling weather/news reporters for an Internet newspaper called
the Martian Sun-Times. They will write articles for the newspaper comparing weather and/or life
on Mars and Earth.
 It is recommended that you assign a team to each investigation. It is possible for students to collect
data and answer the questions in one period if there is a computer for each group.
 Another period will be necessary for them to discuss and write their article. Encourage students to
use their factual information but to consider one of the following formats when writing their
articles: travel brochure, human or Martian interest - story, fashion report, disaster report, weather
predictions, etc.
 Students will be evaluated on the basis of effort, job performance, team participation and their
literary contribution.
Your role will be to answer questions for students and assist students in their interpretations. As always is
the case, it's important for you to have done the investigations before teaching them. Occasionally, you
may need to further explain some science concept found in the "Stats" sheets.
Before Engage:
Activity Part 1: Solar System Sizes
1. As a class, discuss the actual size of our solar system – the planets, moons, and the Sun. Note
that all of the measurements in the table below are in thousands, and even hundreds of
thousands, of kilometers.
2. Using a spreadsheet program or calculator, begin to calculate the needed data in column 3.
Once done, discuss these ratios as a class.
3. To complete column 4, set Earth’s diameter to the size of a large marble and recalculate the
sizes based on the ratios in column 3.
4. Try to think of objects that correspond to the calculated sizes.
Answers
Solar System Body
Equatorial
Diameter
(kilometers)
Diameter
Compared
with
Earth's
Scaled Diameters
Scaled to…
Earth=Large Marble
(cm)
Mercury
4,880
0.38
0.76
Venus
12,100
0.95
1.9
Earth
12,756
1
2
EL8_2015
Everyday Object
Representing Solar
System Body
Small bead
Large marble
Large Marble
152
Teacher
Mars
6,787
0.53
1.06
Jupiter
143,200
11.2
22.4
Saturn
120,000
9.4
18.8
Uranus
51,800
4.1
8.2
Neptune
49,528
3.9
7.8
Pluto (Dwarf planet)
~2,330
0.19
0.38
Moon
3,476
0.27
0.54
Sun
1,392,000
109
218
Small marble
Basketball
Soccer ball
Softball
Softball
Tiny bead
Tiny bead
Giant beach ball?
(Very Large)
Source(s) www.perkins-observatory.org and www.flpromise.org
Part 2 - Solar System Distance Scale Model Objective:
Students will use mathematical equations, measuring tools and skills to create an accurate scale
model of the solar system.
Ask students to brainstorm about all of the objects that they have seen or observed in the night
sky. Then discuss with the class how far away they think these objects (stars, planets, or
satellites) are. Reinforce to students that there are planets much closer to the Earth than stars
other than our Sun.
During Explore
1. As a class, decide what scale you will use to determine your measured distance from the
Activity
Earth to the Sun. This measurement will represent one Astronomical Unit (AU); (Ex: 10
cm = 1 AU).
2. Multiply your chosen AU standard by 40 to determine the length of adding machine tape
needed to complete your scale model activity. (10 cm x 40 = 400 cm of tape).
3. Place your values in Table 2.
TABLE 2: Scaled Distances of Planets
Distance from the
Distance of Planet
Standard-Scale
Sun in
in the chosen
(chosen by
PLANET
Astronomical
scale.
class/group)
Units (AU)
AU x scale unit
(cm)
EL8_2015
Mercury
0.4
Venus
0.7
Earth
1.0
Mars
1.5
Jupiter
5.2
153
Teacher
Saturn
9.5
Uranus
19.5
Neptune
30.2
Pluto (Dwarf
Planet)
40
4. Cut the adding machine tape to the appropriate length.
Note: If you would like to include the Sun and Asteroid Belt, be sure to cut extra length
(5 cm – 7cm should be adequate) at the start of your distance scale model. Students
should also consider that the Sun’s size will not be to scale.
5. Mark one end of the tape to represent the Sun.
6. Measure from the edge of your group’s drawn Sun the distances for each planet. Place a
dot where each planet should be placed. Include your scale on the model.
Once all of the planets have mapped out, each group member should choose one or two planets
to draw and color. Use your textbook or materials provided by your teacher as a reference.
Explain
 Students will explain how they created their universe model.
 Students will demonstrate their understanding of the scale of the universe by explaining
the different celestial bodies and how far apart they are based on the scale they used in
their model.
Results and Conclusions:
1. Why do you think scale models are important?
2. Why were you instructed to multiply the distances in AU by 40 to determine how long your
scale model needed to be?
3. Compare and contrast the distances of the inner and outer planets from the Sun
4. Draw the planets by scale according to size (diameter) on the distance scale model.
5. Research other celestial bodies in the universe (other known stars and galaxies). Using AU
and units such as a light year, include these in you distance scale model.
After
Elaborate
Activity Part 3 - Martian Sun Times Reporters
Teacher’s Procedure:
1. Divide the class into seven different groups. Each person within the group will be assigned a
specific job, e.g. secretary, researcher(s), editor, organizer.
2. Assign to each group one of the investigations to research. Use the factual information
obtained to prepare an article. This may consist of anyone of a variety of formats, e.g., a
newspaper article, a travel brochure, a human –interest (or Martian interest) story, a fashion
report, weather predictions.
Student Procedure:
1. Your group will be assigned an investigation to research and present to class.
EL8_2015
154
Teacher
2. Use the factual information obtained to prepare an article. This may consist of anyone of a
variety of formats, e.g., a newspaper article, a travel brochure, a human –interest (or Martian
interest) story, a fashion report, weather predictions.
3. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s),
editor, organizer.
Summary of Investigations:
Investigation I: Weather Forecasts for Earthlings and Martians. (Comparing weather for
Mars and where you live).
Compare temperatures and wind speeds on Mars and on Earth where you live, as well as noting
the temperature ranges across the two planets.
Investigation II : A Martian Summer Day (Comparing temperatures for summer on Mars and
the place you live)
Research the typical high and low summer temperatures for Mars. Compare temperatures for
the current date on Mars and Earth based upon 30° N latitude.
Investigation III: Stormy Mars: Dust Gets In My Eyes (Finding out about dust storms on
Mars). Discover the effect of Martian dust storms on temperatures. Find out what might cause
the storms and infer the length of one storm.
Investigation IV: Probing Earth and Mars: What Should We Pack? (Finding out
temperatures at various landing sites)
If MASA (Martian Aeronautics and Space Administration) sent astronauts to Earth to places
that match the latitude and longitude of Viking and Pathfinder landing sites, where would they
land and what weather conditions would they encounter?
Investigation V: Life on Mars: Where's the Party? (Finding out about the possibility of life on
Mars)
Learn about the Martian meteorite that may show evidence of life there. Are any temperatures
on Mars similar to Earth? Considering the environment of Mars what, would a Martian look
like?
Investigation VI: Getting to Mars: Are We There Yet? (Finding out about Mars' orbit and
NASA Missions)
Learn about planetary orbits and interplanetary travel. How long would a trip from Earth to
Mars take? What are some of the next Martian missions planned?
Investigation VII: Exploring Mars: Oh Water, Where Art Thou? (Finding out about water
on Mars)
Early observers of Mars thought they saw canals on the planet. There are no canals, but there is
a lot of evidence of once– abundant water on Mars. Students will see current Mars images and
compare them to water– formed features on Earth.
Extension:
1. Allow students to imagine that they are living on one of the planets other than Earth. They
must assume the role of a travel agent who is trying to attract visitors to their home world.
They must create an Interplanetary Travel Brochure.
Resources:
http://www.ucls.uchicago.edu/MartianSunTimes/index.html)
http://www.nineplanets.org/mars.html
EL8_2015
155
Teacher
Evaluate:
FCAT Connections:
1. A year is the amount of time it takes for a planet to orbit the Sun. If Earth is 1 astronomical
unit (AU) away from the Sun, and Neptune is 30 astronomical units (AU) away from the
Sun, how does the length of a year on Neptune compare to a year on Earth?
A. A year is the same amount of time for all planets.
B. A year on Neptune is shorter than on Earth, since Neptune is bigger and orbits the Sun
faster.
C. A year on Earth is shorter than a year on Neptune because Earth is closer to the Sun.
D. A year on Earth is shorter than a year on Neptune because Earth is smaller than Neptune.
2. Saturn is 9.5 astronomical units (AU) from the Sun and Mars is only 1.5 AU from the Sun.
Saturn is also much larger than Mars. Based on this information, how does the average
surface temperature on Mars compare to the average surface temperature on Saturn?
A. Since Mars is closer to the Sun than Saturn, it has a higher average surface temperature.
B. Saturn is larger than Mars and absorbs more light, so it has a higher average surface
temperature.
C. Since both planets are more than 1 AU from the Sun, their average surface temperatures
are equal.
D. Even though Saturn is further away, Saturn's rings cause it to have a lower average
surface temperature.
3. The planets in our Solar System share some similarities, but their differences often
outnumber the similarities. For example, one day on Neptune is only about 16.1 hours, and
while Earth and Neptune both have natural satellites, Earth has only one moon, while
Neptune has 13. Which of the following is also an accurate comparison of Earth and
Neptune?
A. Neptune has a more solid surface than Earth.
B. Earth has a shorter period of revolution than Neptune.
C. Neptune has a longer period of rotation than Earth.
D. Earth has a lower average temperature than Neptune.
4. The table below provides information about 4 planets.
Planet
Earth
Mars
Mercury
Venus
EL8_2015
Period of Revolution
(Earth Time)
365 days
687 days
88 days
225 days
Period of Rotation
(Earth Time)
23.9 hours
24.6 hours
59 days
243 days
156
Teacher
Which of these planets has the longest year?
A.
B.
C.
D.
EL8_2015
Earth
Mars
Mercury
Venus
157
Student
THE MARTIAN SUN-TIMES
Next Generation Sunshine State Standards Benchmark:
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.).
Objectives
Students will:
 Explore the solar system
 Build a scale model of the solar system
 Gather, interpret, and compare current weather information for Mars and Earth.
Problem Statement: How do models provide us with a better understanding of the Solar System?
Materials:
Part 1 - various spherical objects of different sizes (i.e., basketball, softball, soccer ball, large marbles
small marbles, beads, etc.
Part 2 - receipt paper rolls (adding machine tape), meter stick, metric ruler, markers or colored pencils,
scissors
Part 3 - Computer with Internet access
Part 1: Solar System Sizes
1. As a class, discuss the actual size of our solar system – the planets, moons, and the Sun. Note that all
of the measurements in the table below are in thousands, and even hundreds of thousands, of
kilometers.
2. Divide each equatorial diameter by Earth’s diameter to calculate complete the “Diameter Compared
with Earth’s” column. Once done, discuss these ratios as a class.
3. To complete the “Scaled Diameters” column, multiply Diameter compared with Earth and Earth’s
Scaled Diameter.
4. Try to think of objects that correspond to the calculated sizes.
5. Arrange the planets in order, be sure to identify asteroid belt, inner planets, and outer planets.
6. Complete the discussion questions.
EL8_2015
158
Student
Table 1: Ratio of the diameters of the other bodies compared with Earth's diameter.
Diameter Scaled Diameters Everyday Object
Equatorial
Scaled to…
Compared
Representing
Solar System Body
Diameter
Earth=Large
Marble
with
Solar System
(kilometers)
(cm)
Earth's
Body
Mercury
4,880
Venus
12,100
Earth
12,756
Mars
6,787
Jupiter
143,200
Saturn
120,000
Uranus
51,800
Neptune
49,528
Pluto (Dwarf planet)
~2,330
Moon
3,476
Sun
1,392,000
1
2.
Large Marble
Discussion Questions
1. Identify the following:
a. Inner planets
b. Outer planets
c. Dwarf planet
d. Moon
e. Star
2. Compare and contrast the sizes of the planets, moon, and stars
EL8_2015
159
Student
Part 2 - Solar System Distance Scale Model Objective:
Background Information: Distances in space can sometimes be hard to imagine because space is so
vast. Think about measuring the following objects: a textbook, the classroom door, or the distance from
your house to school. You would probably have to use different units of measurement. In order to
measure long distances on Earth, we would use kilometers. But larger units are required for measuring
distances in space. One astronomical unit equals 150 million km (1 AU = 150,000,000 km), which is the
average distance from the Earth to the Sun.
Procedure:
1. As a class, decide what scale you will use to determine your measured distance from the Earth to
the Sun. This measurement will represent one Astronomical Unit (AU); (Ex: 10 cm = 1 AU).
2. Multiply your chosen AU standard by 40 to determine the length of adding machine tape needed
to complete your scale model activity. (10 cm x 40 = 400 cm of tape).
3. Place your values in Table 2.
4. Cut the adding machine tape to the appropriate length. Note: If you would like to include the
Sun and Asteroid Belt, be sure to cut extra length (5 cm – 7cm should be adequate) at the start of
your distance scale model. Students should also consider that the Sun’s size will not be to scale.
5. Mark one end of the tape to represent the Sun.
6. Measure from the edge of your group’s drawn Sun the distances for each planet. Place a dot where
each planet should be placed. Include your scale on the model.
7. Once all of the planets have mapped out, each group member should choose one or two planets to
draw and color. Use your textbook or materials provided by your teacher as a reference.
TABLE 2: Scaled Distances of Planets
Distance from the Sun
Distance of Planet
Standard-Scale
PLANET
in Astronomical Units
in the chosen scale.
(chosen by class/group)
AU x scale unit
(AU)
(cm)
Mercury
0.4
Venus
0.7
Earth
1.0
Mars
1.5
Jupiter
5.2
Saturn
9.5
Uranus
19.5
Neptune
30.2
Pluto (Dwarf Planet)
40
EL8_2015
160
Student
Results and Conclusions:
1. Why do you think scale models are important?
2. Why were you instructed to multiply the distances in AU by 40 to determine how long your scale
model needed to be?
3. Compare and contrast the distances of the inner and outer planets from the Sun
4. Draw the planets by scale according to size (diameter) on the distance scale model.
5. Research other celestial bodies in the universe (other known stars and galaxies). Using AU and units
such as a light year, include these in you distance scale model.
Part 3 - Martian Sun Times Reporters
Student Procedure:
1. Your group will be assigned an investigation to research and present to class.
2. Use the factual information obtained to prepare an article. This may consist of anyone of a variety of
formats, e.g., a newspaper article, a travel brochure, a human –interest (or Martian interest) story, a
fashion report, weather predictions.
3. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s), editor,
organizer.
Summary of Investigations:
Investigation I: Weather Forecasts for Earthlings and Martians. (Comparing weather for Mars and
where you live).
Compare temperatures and wind speeds on Mars and on Earth where you live, as well as noting the
temperature ranges across the two planets.
Investigation II : A Martian Summer Day (Comparing temperatures for summer on Mars and the place
you live)
Research the typical high and low summer temperatures for Mars. Compare temperatures for the current
date on Mars and Earth based upon 30° N latitude.
Investigation III: Stormy Mars: Dust Gets In My Eyes (Finding out about dust storms on Mars).
Discover the effect of Martian dust storms on temperatures. Find out what might cause the storms and
infer the length of one storm.
Investigation IV: Probing Earth and Mars: What Should We Pack? (Finding out temperatures at
various landing sites)
If MASA (Martian Aeronautics and Space Administration) sent astronauts to Earth to places that match
the latitude and longitude of Viking and Pathfinder landing sites, where would they land and what
weather conditions would they encounter?
Investigation V: Life on Mars: Where's the Party? (Finding out about the possibility of life on Mars)
Learn about the Martian meteorite that may show evidence of life there. Are any temperatures on Mars
similar to Earth? Considering the environment of Mars what, would a Martian look like?
Investigation VI: Getting to Mars: Are We There Yet? (Finding out about Mars' orbit and NASA
Missions)
Learn about planetary orbits and interplanetary travel. How long would a trip from Earth to Mars take?
What are some of the next Martian missions planned?
Investigation VII: Exploring Mars: Oh Water, Where Art Thou? (Finding out about water on Mars)
Early observers of Mars thought they saw canals on the planet. There are no canals, but there is a lot of
evidence of once– abundant water on Mars. Students will see current Mars images and compare them to
water– formed features on Earth.
EL8_2015
161
Student
Extension:
2. Imagine that you are living on one of the planets other than Earth. Assume the role of a travel agent
who is trying to attract visitors to their home world. Create an Interplanetary Travel Brochure.
Conclusion:
Problem Statement: How do models provide us with a better understanding of the Solar System?
Claim: (Answers the problem statement, based on what you observed in the lab you
performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you
presented supports your claim. Include information from observations and notes from video.)
EL8_2015
162
Student
1. A year is the amount of time it takes for a planet to orbit the Sun. If Earth is 1 astronomical unit (AU)
away from the Sun, and Neptune is 30 astronomical units (AU) away from the Sun, how does the
length of a year on Neptune compare to a year on Earth?
A.
B.
C.
D.
A year is the same amount of time for all planets.
A year on Neptune is shorter than on Earth, since Neptune is bigger and orbits the Sun faster.
A year on Earth is shorter than a year on Neptune because Earth is closer to the Sun.
A year on Earth is shorter than a year on Neptune because Earth is smaller than Neptune.
2. Saturn is 9.5 astronomical units (AU) from the Sun and Mars is only 1.5 AU from the Sun. Saturn is
also much larger than Mars. Based on this information, how does the average surface temperature on
Mars compare to the average surface temperature on Saturn?
A.
B.
C.
D.
Since Mars is closer to the Sun than Saturn, it has a higher average surface temperature.
Saturn is larger than Mars and absorbs more light, so it has a higher average surface temperature.
Since both planets are more than 1 AU from the Sun, their average surface temperatures are equal.
Even though Saturn is further away, Saturn's rings cause it to have a lower average surface
temperature.
3. The planets in our Solar System share some similarities, but their differences often outnumber the
similarities. For example, one day on Neptune is only about 16.1 hours, and while Earth and Neptune
both have natural satellites, Earth has only one moon, while Neptune has 13. Which of the following
is also an accurate comparison of Earth and Neptune?
A.
B.
C.
D.
Neptune has a more solid surface than Earth.
Earth has a shorter period of revolution than Neptune.
Neptune has a longer period of rotation than Earth.
Earth has a lower average temperature than Neptune.
4. The table below provides information about 4 planets.
Planet
Earth
Mars
Mercury
Venus
Period of Revolution
(Earth Time)
365 days
687 days
88 days
225 days
Period of Rotation
(Earth Time)
23.9 hours
24.6 hours
59 days
243 days
Which of these planets has the longest year?
A.
B.
C.
D.
EL8_2015
Earth
Mars
Mercury
Venus
163
Teacher
Project Based STEM Activities for Middle Grades Science
Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a
student-centered learning environment in which students investigate and engineer solutions to realworld problems, and construct evidence-based explanations of real-world phenomena within their
science content. Students are also provided the opportunity to re-design models they have
developed, based on peer feedback and reviews. Through these engineering practices within the
content, students can gain a deeper understanding of science and are exposed to how STEM
relates to their education and future career goals.
Mars Rovers
Teacher Set-Up
Engagement or
Introduction:
Standard
Alignment:
Suggested Student
Timeframe:
Cross-Curricular
Standards:
How do you get to Mars? & Launching a Mars Rover Videos
SC.8.N.1.1: Define a problem from the eighth grade curriculum using
appropriate reference materials to support scientific understanding,
plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
SC.8.N.2.2: Discuss what characterizes science and its methods.
SC.8.N.4.1: Explain that science is one of the processes that can be
used to inform decision making at the community, state, national, and
international levels.
SC.8.E.5.7: Compare and contrast the properties of objects in the Solar
System including the Sun, planets, and moons to those of Earth, such
as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions.
2 Block periods/4 traditional periods
LAFS.68.RST.1.3: Follow precisely a multistep procedure when
carrying out experiments, taking measurements or performing technical
tasks.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question
(including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple
avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print
and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following
a standard format for citation.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient
points in a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye contact,
EL8_2015
164
Teacher
adequate volume, and clear pronunciation.
Step 2
Research
the Need
or
Problem
Step 1
Identify the Need
or Problem
MAFS.8.F.2.5: Describe qualitatively the functional relationship
between two quantities by analyzing a graph (e.g., where the function
is increasing or decreasing, linear or nonlinear). Sketch a graph that
exhibits the qualitative features of a function that has been described
verbally.
Define
Problem/Scenario:
Expected Task:
Research and
Citations:
Vocabulary:
Step 3
Develop Possible Solution(s)
Criteria:
Constraints:
Step 6
Test
and
Evaluat
e the
Solutio
n(s)
Step 4
Select the
Best Possible
Solution(s)/
Step 5
Construct a
Prototype
Materials:
EL8_2015
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Your team has just been given two years to work on designing a rover
that will explore Mars for human exploration.
Adapted from NASA: Mars Science Laboratory
The rover will collect data about the planet’s climate and geology, as
well as, possible resources for humans to use on the planet. Activity 4:
Spacecraft design
Discovering Mars Slideshow, Mars in a Minute video
Gravity, temperature, atmosphere, minerals, rocks, design, solution,
test
The Mars rover must have:
 Launch system
 Power System
 Computer System
 Communication System
 Mobility System
 Entry, Descent, & Landing System
 $250 Million budget
 Arrives safely on planet
 Mass does not exceed the amount on the rocket activity card(s) use
in your rocket.
 Activity cards
 Spacecraft Design Mat (printable version)
 Activity 4 worksheet
 Dice (1 die per group)
Students will work in groups of 3-4 to build a setup with the materials
given that adhere to all constraints.
The group will test their design by completing the Spacecraft design
mat with the activity cards and calculating activity worksheet 4. Roll
the die: 1-3 mission was successful, 4-6 mission failed.
165
Teacher
Peer-Review
Questions:
Step 7
Communicate the
Solution(s)
Project Summary:
Presentation of
Final Solution:
Step 8
Redesign
Re-designing of
the Prototype
Teacher Notes:
EL8_2015
-How did you choose which design to build for each system?
-What research did you use to design your leaf?
-How did you prioritize the design of the mission spacecraft in relation
to cost or mass?
-How did you prioritize the systems to meet the budge and mass
constraints?
-What would you improve in the design of your set up?
Students will present their team’s design of their spacecraft including
the ratio of science return. Science return=amount of money spent
divided by the number science stars earned.
Students will present their team’s design of their spacecraft including
the ratio of science return. First place winners have the lowest science
return ratio and were below the budget, mass and power constraints,
who also successfully launched the mission.
Students will adjust or re-design their set up and leaf design based on
peer reviews, teacher input, and analysis of proposed solution.
Budget may be changed to your discretion. The lower the budget the
more challenging the mission becomes.
166
Project: _______________________________
Score: _________________
Step 2
Research
the Need or
Problem
Step 1
Identify the Need or
Problem
Mars Rovers
Define
Problem/Scenario:
Your team has just been given two years to work on
designing a rover that will explore Mars for human
exploration.
Expected Task:
The rover will collect data about the planet’s climate
and geology, as well as, possible resources for
humans to use on the planet.
Research and
Citations:
Vocabulary:
Step 6
Test and Evaluate the Solution(s)
Step 4
Select the
Best
Possible
Solution
(s)/
Step 5
Construct
a
Prototype
Step 3
Develop Possible Solution(s)
Criteria:
EL8_2015
Constraints:
Materials:
Building of the
Product
(Prototype, model
or Artifact):
Testing of the
Product
(Prototype, model
or Artifact):
Peer-Review
Questions:
Gravity, temperature, atmosphere, minerals, rocks,
design, solution, test
The Mars rover must have:
 Launch system
 Power System
 Computer System
 Communication System
 Mobility System
 Entry, Descent, & Landing System
 $250 Million budget
 Arrives safely on planet

Mass does not exceed the amount on the rocket
activity card(s) use in your rocket.
 Activity cards
 Spacecraft Design Mat (printable version)
 Activity 4 worksheet
Brainstorm ways in which to design a spacecraft to
Mars. You will work in groups of 3-4 to design a
spacecraft with the systems needed that adhere to
your budget and mass.
Your group will test your design by completing the
Spacecraft design mat with the activity cards and
calculating activity worksheet 4. To test if your
spacecraft launched successfully roll the die. If you
roll a 1, 2, or 3, your mission was successful. If you
roll a 4, 5, or 6, your mission has failed.
-How did you choose which design to build for each
system?
-What research did you use to design your leaf?
-How did you prioritize the design of the mission
spacecraft in relation to cost or mass?
-How did you prioritize the systems to meet the
budge and mass constraints?
-What would you improve in the design of your set
up?
167
Project: _______________________________
Step 8
Redesign
Step 7
Communicate the Solution(s)
Project Summary:
EL8_2015
Presentation of
Final Solution:
Re-designing of
the Prototype
Score: _________________
You will present your team’s design of your leaf
design and setup, as well as, the percentage of the
leaf that absorbs light.
Calculate the science return of your team’s design of
your spacecraft. The ratio for the science return=
amount of money spent divided by the science stars
earned. First place winners have the lowest science
return ratio and were below the budget, mass and
power constraints, who also successfully launched
the mission.
Adjust or re-design your set up and leaf design based
on peer reviews, teacher input, and analysis of
proposed solution.
168
Teacher
WHAT CAUSES THE SEASONS?
Benchmarks:
SC.8.E.5.9: Explain the impact of objects in space on each other including: 1. the Sun on the Earth
including seasons and gravitational attraction 2. The Moon on the Earth, including phases, tides,
and eclipses, and the relative position of each body. (AA)
SC.7.N.1.4: Identify test variables (independent variables) and outcome variables (dependent variables) in
an experiment. (Assessed as SC.8.N.1.1)
SC.7.N.3.2: Identify the benefits and limitations of the use of scientific models. (Assessed as SC.7.N.1.5
Overview:
Because the axis of the Earth is tilted, the Earth receives different amounts of solar radiation at different
times of the year. The tilt of the axis of the Earth, as well as the revolution around the sun produces the
seasons. In this experiment, a simulated Sun—a light bulb—will shine on a thermometer attached to a
globe. You will study how the tilt of the globe influences warming caused by the lighted bulb.
Objective:
 Compare simulated warming of your city by the Sun in the winter and in the summer.

Explain the causes of the cycle of seasons on Earth.
How does the tilt of Earth affect the temperature on the Northern and Southern hemispheres?
Materials:
 Globe of the Earth
 Tape
 Metric ruler
 thermometer
Preparation:
Before Activity
EL8_2015



Lamp with 100-watt bulb
Ring stand and utility clamp
20-cm Length of string
Engage:
Provide students with visuals of extreme climates and ask if anyone has lived in a
climate very different than that of Miami. Discuss possible reasons for the change in
seasons. Accept all possible answers from students and readdress ideas at the end of
the lab.
Common misconception note: Students often believe that the seasons are caused
due to the distance of Earth from the Sun and may be aware of the elliptical nature of
Earth’s orbit. You may note at the end of the lab, when addressing this misconception
that the Northern and Southern hemispheres have opposite seasons, which would
disprove the distance from sun hypothesis. Additionally, you may note that Earth is
actually farther from the sun during the summer than in the Northern hemisphere.
169
Teacher
Explore:
During Activity
EL8_2015
Procedure:
Figure 1
1. Prepare the light bulb (simulated Sun).
a. Fasten the lamp to a ring stand
as shown in Figure 1.
b. Stand the ring stand and lamp
in the center of your work area.
c. Position the globe with the
North Pole tilted away from
the lamp as shown in Figure
d. Position the bulb at the same
height as the Tropic of
Capricorn. Note: The Sun is
directly over the Tropic of
Capricorn on December 21, the first day of winter.
2. Attach the thermometer to the globe.
a. Find your city or location on the globe.
b. Tape the thermometer to the globe with the tip of the thermometer at your
location. Place the tape about 1 cm from the tip of the thermometer.
c. To keep the tip of the thermometer in
contact with the surface of the globe,
fold a piece of paper and wedge it
under the thermometer as shown in
Figure 2.
3. Position the globe for winter (in the
Figure 2
Northern Hemisphere) data collection.
a. Turn the globe to position the North Pole (still tilting away from the
lamp), your location, and the bulb in a straight line.
b. Cut a piece of string 10-cm long.
c. Use the string to position your location on the globe at 10 cm from the
bulb (you may position farther, up to 20 cm, depending on the intensity of
the lamp that you are using).
d. Do not turn on the lamp until after you have recorded the initial
temperature.
4. Collect winter data.
a. Record the initial temperature.
b. After 5 minutes record the final temperature.
c. Turn off the light.
5. Record the beginning and final temperatures (to the nearest 0.1°C).
6. Position the globe for summer data collection.
a. Move the globe to the opposite side of the lamp.
b. Position the globe with the North Pole tilted toward the lamp. Note: This
represents the position of the Northern Hemisphere on June 21, the first
day of summer.
c. Turn the globe to position the North Pole, your location, and the bulb in a
straight line.
d. Use the string to position your location on the globe 10 cm from the bulb.
e. Do not turn on the lamp until after you have recorded the initial
temperature.
170
Teacher
7. Collecting summer data.
a. Let the globe and thermometer cool to the beginning temperature that you
recorded for the winter setup.
b. When the globe and probe have cooled, begin data collection.
c. Record the final temperature after 5 minutes. Turn the lamp off.
Explain:
Processing Data:
1. In the space provided in the data table, subtract to find the temperature
change for each season.
2. How does the beginning and final temperature change for summer
compare to the temperature change for winter?
3. During which season is the sunlight more direct? Explain.
4. What would happen to the temperature changes if the Earth was tilted
more than 23.5 degrees?
5. As you move the globe from its winter position to its summer position, the
part of the globe closest to the bulb changes. Describe how it changes.
6. What other factors affect the climate in a region?
7. Identify the test variable, outcome variable, and any controlled variables
in the experiment.
8. Why is this model useful for understanding the seasons and how is it
limited?
9. What improvements can be made to this model of the seasons?
Elaboration:
After Activity
Repeat the experiment for locations in the Southern Hemisphere and other
areas (different latitudes) in the Northern Hemisphere to develop an
understanding of climate zones.
Students illustrate the position of the Earth around the sun in an elliptical
shape. Students must include the following vocabulary: tilt, rotation,
revolution, year, winter, spring, summer, fall, equator, northern hemisphere,
southern hemisphere.
Possible diagram:
EL8_2015
171
Teacher
Evaluate:
Develop a C-E-R response to the problem statement:
How does the tilt of Earth affect the temperature on the Northern and Southern
hemispheres?
FCAT Connection:
1. During which season does the Northern Hemisphere of Earth receive the least
amount of energy from the Sun?
A. Spring
B. Summer
C. Fall
D. Winter
2. Which of the following statements correctly explains why we experience
seasons?
A. As the Earth moves away from the Sun, we change from summer to fall to
winter. As the Earth moves closer to the Sun, we change from winter to
spring to summer.
B. As the Earth spins on its axis, we experience seasons. Each 1/4 spin of the
Earth on its axis represents a change in season.
C. Earth's tilt on its axis means one hemisphere leans toward the Sun, causing it
to experience warmer temperatures. As Earth revolves around the Sun, a
different hemisphere leans toward the Sun, causes warmer temperatures in
that hemisphere.
D. The Moon moving in front of the Sun causes temperatures on Earth to drop,
which causes winter. When it moves behind the Sun, a rise in temperature
causes summer.
3. In Alaska, there are few hours of daylight in the winter and few hours of night in
the summer. Which statement best explains why this occurs?
A. The Sun releases more heat in the summer.
B. The Sun moves below the horizon in the summer.
C. The Northern Hemisphere is closer to the Sun in the summer.
D. The Northern Hemisphere is tilted away from the Sun in the winter.
4. The diagram below shows the relative positions of Earth and the Sun at a certain
time of year.
Based on the diagram, which season is occurring in the Southern Hemisphere of
Earth?
A. Winter
B. Spring
C. Summer
D. Fall
EL8_2015
172
Teacher
Reading Passage Answer Key
1. A 2. C. 3.B 4.A
EL8_2015
173
Student
WHAT CAUSES THE SEASONS?
Benchmark:
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth
including seasons and gravitational attraction 2. The Moon on the Earth, including phases, tides, and
eclipses, and the relative position of each body. (AA)
Fair Game Benchmarks:
SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in
an experiment. (Assessed as SC.8.N.1.1)
SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models. (Assessed as SC.7.N.1.5
Overview:
Because the axis of the Earth is tilted, the Earth receives different amounts of solar radiation at different
times of the year. The tilt of the axis of the Earth, as well as the revolution around the sun produces the
seasons. In this experiment, a simulated Sun—a light bulb—will shine on a thermometer attached to a
globe. You will study how the tilt of the globe influences warming caused by the lighted bulb.
Objective:
 Compare simulated warming of your city by the Sun in the winter and in the summer.

Explain the causes of the cycle of seasons on Earth.
Materials:
 Globe of the Earth
 Tape
 Metric ruler
 thermometer
 Lamp with 100-watt bulb
 Ring stand and utility clamp
 20-cm Length of string
Problem Statement: How does the tilt of Earth affect the temperature on the Northern and Southern
hemispheres?
Test Variable (IV): ________________________________________________________________
Outcome Variable (DV): ______________________________________________________
Constants:________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Hypothesis:
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.
EL8_2015
174
Student
Procedure:
Figure 1
1. Prepare the light bulb (simulated Sun).
a. Fasten the lamp to a ring stand as shown in Figure
1.
b. Stand the ring stand and lamp in the center of
your work area.
c. Position the globe with the North Pole tilted away
from the lamp as shown in Figure.
d. Position the bulb at the same height as the Tropic
of Capricorn. Note: The Sun is directly over the
Tropic of Capricorn on December 21, the first day
of winter.
2. Attach the thermometer to the globe.
a. Find your city or location on the globe.
b. Tape the thermometer to the globe with the tip of the thermometer at your location. Place the
tape about 1 cm from the tip of the thermometer.
c. To keep the tip of the thermometer in contact with the
surface of the globe, fold a piece of paper and wedge it
under the thermometer as shown in Figure 2.
3. Position the globe for winter (in the Northern Hemisphere)
data collection.
Figure 2
a. Turn the globe to position the North Pole (still tilting
away from the lamp), your location, and the bulb in a straight line.
b. Cut a piece of string 10-cm long.
c. Use the string to position your location on the globe at 10 cm from the bulb (you may position
farther, up to 20 cm, depending on the intensity of the lamp that you are using).
d. Do not turn on the lamp until after you have recorded the initial temperature.
4. Collect winter data.
a. Record the initial temperature.
b. After 5 minutes record the final temperature.
c. Turn off the light.
5. Record the beginning and final temperatures (to the nearest 0.1°C).
6. Position the globe for summer data collection.
a. Move the globe to the opposite side of the lamp.
b. Position the globe with the North Pole tilted toward the lamp. Note: This represents the
position of the Northern Hemisphere on June 21, the first day of summer.
c. Turn the globe to position the North Pole, your location, and the bulb in a straight line.
d. Use the string to position your location on the globe 10 cm from the bulb.
e. Do not turn on the lamp until after you have recorded the initial temperature.
7. Collecting summer data.
a. Let the globe and thermometer cool to the beginning temperature that you recorded for the
winter setup.
b. When the globe and thermometer have cooled, begin data collection.
c. Record the final temperature after 5 minutes. Turn the lamp off.
EL8_2015
175
Student
Data:
Test Variable:
Hemisphere
Northern (Winter)
Initial Temperature
(C)
Final Temperature
(C)
Temperature Change
(C)
Southern (Summer)
Results:__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Conclusion:
Problem Statement: How does the tilt of Earth affect the temperature on the Northern and
Southern hemispheres?
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports
your claim.
EL8_2015
176
Student
Evaluation:
1. During which season does the Northern Hemisphere of Earth receive the least amount of energy from
the Sun?
A.
B.
C.
D.
Spring
Summer
Fall
Winter
2. Which of the following statements correctly explains why we experience seasons?
A. As the Earth moves away from the Sun, we change from summer to fall to winter. As the Earth
moves closer to the Sun, we change from winter to spring to summer.
B. As the Earth spins on its axis, we experience seasons. Each 1/4 spin of the Earth on its axis
represents a change in season.
C. Earth's tilt on its axis means one hemisphere leans toward the Sun, causing it to experience
warmer temperatures. As Earth revolves around the Sun, a different hemisphere leans toward the
Sun, causes warmer temperatures in that hemisphere.
D. The Moon moving in front of the Sun causes temperatures on Earth to drop, which causes winter.
When it moves behind the Sun, a rise in temperature causes summer.
3. In Alaska, there are few hours of daylight in the winter and few hours of night in the summer. Which
statement best explains why this occurs?
A.
B.
C.
D.
The Sun releases more heat in the summer.
The Sun moves below the horizon in the summer.
The Northern Hemisphere is closer to the Sun in the summer.
The Northern Hemisphere is tilted away from the Sun in the winter.
4. The diagram below shows the relative positions of Earth and the Sun at a certain time of year.
Based on the diagram, which season is occurring in the Southern Hemisphere of Earth?
A.
B.
C.
D.
Winter
Spring
Summer
Fall
EL8_2015
177
Student
EL8_2015
178
Student
EL8_2015
179
Student
EL8_2015
180
Student
EL8_2015
181
Student
Questions
1. In the “what causes seasons lab”, you investigated how the tilt of the Earth affects
the temperature on the Northern and Southern hemispheres. What was the test
variable (independent variable) in this investigation?
A. The tilt of the globe on its axis toward or away from each hemisphere
B. The amount of light received on the Northern hemisphere
C. The amount of light received on the Southern hemisphere
D. The temperature recorded when the light shined on the Northern and
Southern hemispheres
2. Consider Venus and Jupiter’s axial tilt as you read the passage. How might the axis of
these planets affect their seasons?
A. Their tilt will produce less variations of indirect and direct sunlight causing
less seasons
B. Their tilt will produce less variations of indirect and direct sunlight causing
more seasons
C. Their tilt will produce more variations of indirect and direct sunlight
causing less seasons
D. Their tilt will have no influence on seasons since there is not enough direct
sunlight
3. What is one reason why seasons on the outer planets are different than the seasons
experienced on the inner planets?
A. The orbital period of outer planets are shorter than the orbital period of
inner planets causing seasons to last longer
B. The orbital period of outer planets are longer than the orbital period of inner
planets causing the seasons to last longer
C. The orbital period of outer planets are the same as the orbital period of
inner planets causing similar seasonal periods
D. The orbital period of outer planets are the same as the orbital period of inner
planets causing the seasons to last longer
4. Consider the Earth, the lab activity, and passage- seasonal length and the differences
between summer and winter on the planets in the solar system depend on which
factors?
A. The period of revolution, orbital pattern, and the axial tilt
B. The period of rotation, the orbital pattern, and the axial tilt
C. The period of revolution and the amount of direct sunlight a planet receives
D. The period of revolution and the amount of indirect sunlight a planet
receives
EL8_2015
182
EL8_2015
183
Teacher
DENSITY OF BLOCKS ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses
and volumes. Assessed as SC.8.P.8.4 – Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured; for example, density, thermal or electrical
conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties
are independent of the amount of the sample.
Background Information for the teacher:
Density is a basic physical property of any sample of matter. It is much more important than other
physical properties such as size or shape, in that the numerical value of density for a pure substance at a
particular temperature and pressure is a constant and never changes! The density may be determined in the
laboratory if the mass and volume of a sample can be determined. Density may be calculated by dividing
the mass by the volume (d = m / V). It also may be thought of as the ratio of the mass to the volume. The
density of water is important to know. It is 1.0 g/mL at 40C.
In this experiment, the student will measure the mass, volume, and the length of several rocks. They will
then use their data to explore the relationship between the mass and volume of the rocks and calculate
their density.
Material
Densities of Common Substances
Source: Teacher Developed – Classroom Tested
Provide students with the following information: You have been given blocks of equal volume. You may
want to provide the Density Block samples or have students make cubes 2.54 cm x 2.54 cm x 2.54 cm
1. Based on the densities of the various substances listed in the data table above, ask students to make
predictions whether the block made of the various materials would sink or float in water.
Block
Prediction (sink or float)
Observation (sink or float)
Acrylic
Aluminum
Brass
Copper
EL8_2015
184
Oak
Pine
Polypropylene
PVC
Steel
Acrylic
Evaluate
If two blocks of pine were stacked on top of each other, would they sink or float? Explain.
Extensions:
1. Students will explore the density of different liquids and/or solutions, e.g. 5%, 10%, 15% saltwater
solution. Discover the relationship between density and the solute concentration.
EL8_2015
185
Possible Answers
Explain
Analysis Questions:
1. Which variable is considered the test variable (independent) variable in this lab activity? Type of
rock
2. Which variable (s) is considered the outcome variable (dependent) variable in this lab activity?
density
3. If the mass of the rock increases, what could happen to the density of each sample? Increase if
volume stays same
4. If the volume of the rock increases, what would happen to the density of each sample? It would
stay the same because the mass would also increase
5. Analyze your data: What do you observe about the relationship between mass and volume for the
rocks with the larger densities and smaller densities? Give examples from the lab in your
explanation. Larger densities have larger mass compared to the object’s volume; smaller densities
have larger volume compared to the mass. Examples will vary
6. In terms of density, differentiate between an object which floats in water and an object which
sinks in water. An object that floats in water is less dense than the water or less than 1 g/cm3 . An
object that sinks has a greater density than water.
7. Show how one would set up a ratio to determine the mass of a substance with a density of
8.4g/mL and a volume of 2.0 mL. Determine the mass. 8.4g/mL = ?g/2.0 mL mass = 16.8 g
8. Show how one would set up a ratio to determine the volume of a substance with a density of 4.0
g/mL and a mass of 8.0 g. Determine the volume. 4.0 g/mL = 8.0 g/?mL volume = 2 mL
9. Based on the results of this lab, explain how unknown substances can be identified or
distinguished from one another by using their densities. All substances have a specific density. If
the mass and volume can be determined, then the substance can be found by comparing with
substances of known densities.
Bonus question:
10. Density of water is 1 g/ml or 1.0 g/cm3). What is the volume of a sample of water if the mass is
6g? Explain why this is so easy to figure out (think ratio). The density of water is a 1:1 ratio 6 g
would mean 6 mL
Evaluate
If two blocks of pine were stacked on top of each other, would they sink or float? Explain: The
blocks would float. The wood is still less dense than water. For example, if the mass doubles, so
does the volume, keeping the density the same.
Note: Use real examples for students to measure and test.
www.sciencenet.org.uk/.../Chemistry/ StructBond/c00195b.html
EL8_2015
186
Student
DENSITY OF BLOCKS ACTIVITY
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses
and volumes. Assessed as SC.8.P.8.4 – Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured; for example, density, thermal or electrical
conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are
independent of the amount of the sample.
Purpose
In this activity, you will measure the mass, volume, and the length of several blocks. Then, use your data to
explore the relationship between the mass and volume of the rocks and calculate their density.
Material
Densities of Common Substances
Source: Teacher Developed – Classroom Tested
Substance
Acrylic
Aluminum
Brass
Copper
Oak
Pine
Polypropylene
PVC
Steel
Water
Density (g/cm3)
1.1 – 1.2
2.7
8.4 – 8.8
8.96
0.60 – 0.90
0.35 – 0.50
0.91 – 0.94
1.39 – 1.42
7.9
1.0
Based on the densities of the various substances listed in the data table above, make predictions whether
the block made of the various materials would sink or float in water.
Block
Prediction (sink or float)
Observation (sink or float)
Acrylic
Aluminum
Brass
EL8_2015
187
Copper
Oak
Pine
Polypropylene
PVC
Steel
Acrylic
Analysis Questions:
1. Which variable is considered the test variable (independent) variable in this lab activity?
2. Which variable (s) is considered the outcome variable (dependent) variable in this lab activity?
3. If the mass of the rock increases, what could happen to the density of each sample?
4. If the volume of the rock increases, what would happen to the density of each sample?
5. Analyze your data: What do you observe about the relationship between mass and volume for the
rocks with the larger densities and smaller densities? Give examples from the lab in your explanation.
6. In terms of density, differentiate between an object which floats in water and an object which sinks in
water.
7. Show how one would set up a ratio to determine the mass of a substance with a density of 8.4g/mL
and a volume of 2.0 mL. Determine the mass.
8. Show how one would set up a ratio to determine the volume of a substance with a density of 4.0 g/mL
and a mass of 8.0 g. Determine the volume.
9. Based on the results of this lab, explain how unknown substances can be identified or distinguished
from one another by using their densities. Bonus question:
10. Density of water is 1 g/ml or 1.0 g/cm3). What is the volume of a sample of water if the mass is 6g?
Explain why this is so easy to figure out (think ratio).
Evaluate
If two blocks of pine were stacked on top of each other, would they sink or float? Explain:
EL8_2015
188
DENSITY OF ROCKS (Differentiated Lab)
Revised by: University of Miami – Science Made Sensible Fellows
Florida Sunshine State Next Generation Standards Benchmark: SC.8.P.8.4 Classify and compare
substances on the basis of characteristic physical properties that can be demonstrated or measured for
example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling
points, and know that these properties are independent of the amount of the sample. (AA)
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses
and volumes.
Background Information for the teacher:
Density is a basic physical property of any sample of matter. It is much more important than other
physical properties such as size or shape, in that the numerical value of density for a pure substance at a
particular temperature and pressure is a constant and never changes! The density may be determined in
the laboratory if the mass and volume of a sample can be determined. Density may be calculated by
dividing the mass by the volume (d = m / V). It also may be thought of as the ratio of the mass to the
volume. The density of water is important to know. It is 1.0 g/mL at 4oC.
In this experiment, the student will measure the mass, volume, and the length of several rocks. They will
then use their data to explore the relationship between the mass and volume of the rocks and calculate the
rocks’ density.
Time Frame: 1-1.5 hours
Materials:









Demonstrations
Vegetable oil
Karo syrup
1 can of coke
1 can of diet coke
Aquarium/container to float cokes
Lab Activity
Rocks, four types, including pumice
stone
Plastic baggies or other container for
rocks
triple beam scales
500ml graduated cylinders




Dry ice
Container for dry ice demo
Bubble wand and soap
1 large graduated cylinder (~1000ml)




250ml Flasks
Eye droppers
Paper towels
Food Coloring dye (for demo also)
Pre-lab preparation:
1) Color the water/oil/karo syrup demo with food coloring
2) Select 4 rocks with very different densities as available. One should be pumice stone. Alter the
comic strip and student worksheet (clues) so that the “evidence” rock density matches the density
of one of the types of rock you have available.
EL8_2015
189
3) Gather and prepare demonstration supplies as desired.
Engage:
1) Engage the students by discussing the topic of density as a class, explaining how it is a
relationship between mass and volume.
2) Perform one or more of the following demonstrations:
a. Water/Oil/Syrup layering: Discuss with the class what you will be doing, and have them
make predictions of how the three liquids will layer in the 1000ml graduated cylinder. Start
with ~250ml of colored water in the cylinder, then add vegetable oil (~100ml) and finally
add Karo syrup (~100ml). Discuss why the fluids became layered.
b. Coke vs. Diet Coke: Explain what you are going to do, and have your class predict whether
the sodas will sink or float. In a clear container (aquarium) filled with water, place a
regular coke or comparable soda. Discuss why the soda sank. Next, add the diet coke (it
will float). Discuss why a can with the exact same volume will float because it has less
mass and therefore is less dense.
c. Dry ice/bubbles: In a container that is at least 12 inches deep, place the dry ice. Add some
water to speed up the sublimation process and make the gas visible to the students. Then,
blow bubbles gently on top of the CO2 gas. Discuss with your class why the bubbles did
not sink through the CO2, and how density applies to gases also. (this is also useful at the
end of the lab as they elaborate on the concept of density)
3) Engage the students further by reading the “CSI: Following the Hard Evidence” comic (source:
http://www.pixton.com/SciMadeSensible).
Explore:
1) Give the student all the supplies and the procedures worksheet. Discuss the concept of volume
displacement for determining the volume of non-geometric items.
2) Have student complete the procedures while you assist and answer questions. You may need to
help them measure the volume of the pumice stone by pushing it completely under the surface of
the water using a pencil.
Explain:
1) Have students complete the analysis questions at the end of the lab.
2) Discuss any questions as a class.
Elaborate/Extension:
1) Students can explore the density of objects with identical masses, but different volumes. Discover
the relationship among mass, volume, and density.
2) Students can explore the density of different liquids and/or solutions, e.g. 5%, 10%, 15% saltwater
solution. Discover the relationship between density and the solute concentration.
This is a good time to do the dry ice demo in order to elaborate that the property density applies to gases
also.
EL8_2015
190
EL8_2015
191
EL8_2015
192
C.S.I.
Density of Rocks: Following the HARD EVIDENCE
Goal: Determine the densities of 4 different types of rocks in order to match the “hard
evidence” found at the crime scene.
Overview: The density of each rock will be calculated by using volume displacement and measuring
mass
Procedures
1) Look at the rocks and make a prediction about which one you think is the most dense or the least
dense. Record your hypothesis, independent variable, and dependent variable, controlled variables
and control.
2) Remove your rocks from the evidence bag.
3) Measure the mass of each rock on the balance, record it on this worksheet.
4) Pour 150ml of water from the 500ml beaker into the graduated cylinder. Use the dropper to adjust it
exactly to 150ml. This is the INITIAL VOLUME.
5) Place one rock into the graduated cylinder, then determine the volume of water in the cylinder by
looking at the BOTTOM OF THE MENISCUS. Record this FINAL VOLUME on your worksheet.
6) Remove the rock by pouring the water back into the beaker and catching the rock with one hand so it
doesn’t break the glass. Try not to spill!!
7) Refill the graduated cylinder to 150ml, add the next rock, measure the volume, and record it on your
worksheet. Repeat for the third and fourth rocks, drying them with a paper towel and putting them
back into their bags.
8) Calculate the volume of each rock by subtracting the initial volume of water (150ml) from the final
volume of the water with the rock. Record this on your worksheet.
9) Calculate the density of each rock on the worksheet (Density= Mass/Volume).
10) Answer the questions under the data table on your worksheet and write a conclusion.
CLUES:
1) The detectives found a rock at the crime scene that had a density of _____ grams/cm3
2) There are three suspects, each live in an area with a different type of rock.
3) The equation for density is: density= mass/volume
Data Table
Rock
Mass (g)
Final Volume
(water +rock)
Rock Volume
(final volumeinitial volume)
Density (D=m/v)
Creepy Carl
Suspicious
Susan
Naughty
Nathan
Police Station
EL8_2015
193
Questions:
1) Which rock most closely matched the density of the evidence found at the crime scene?
2) Did all the rocks sink? If not, what can you tell about the density of that rock without doing any
calculations?
3) For the rock that didn’t sink, if you put a larger sample in the water, would it sink? Why or why
not?
4) If you start with 100ml of water, how many grams of Naughty Nathan’s rock would you need to
add to your graduated cylinder to increase the volume by 100ml? (remember the equation for
density is density=mass/volume, use the density you calculated above)
5) If the mass of the rock increases, what could happen to the volume of each sample?
6) If the volume of the rock increases, what could happen to the mass of each sample?
7) Explain density in terms of a ratio. Give examples from the lab in your explanation.
8) What is the volume of a sample of water if the mass is 6.7g? Explain why this is so easy to figure
out.
9) Show how one would set up a ratio to determine the mass of a substance with a density of
5.6g/mL and a volume of 3.7 mL. Then determine the mass.
10) Show how one would set up a ratio to determine the volume of a substance with a density of 2.6
g/mL and a mass of 5.5 g. Then determine the volume.
Conclusion:
Write a conclusion using the “Claim, Evidence and Reasoning” format.
EL8_2015
194
MASS, VOLUME, DENSITY
(Comprehensive Science 3 Advanced)
Florida Next Generation Sunshine State Standards Benchmark:
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses
and volumes. Assessed as SC.8.P.8.4 – Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured; for example, density, thermal or electrical
conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties
are independent of the amount of the sample. (AA)
Background Information:
Density is a basic physical property of any sample of matter. It is much more important than other
physical properties such as size or shape, in that the numerical value of density for a pure substance at a
particular temperature and pressure is a constant and never changes! The density may be determined in
the laboratory if the mass and volume of a sample can be determined. Density may be calculated by
dividing the mass by the volume (d = m / V). It also may be thought of as the ratio of the mass to the
volume. The density of water is important to know. It is 1.0 g/mL at 4 ºC.
In this experiment, the students will measure the mass and volume of several materials. They will then use
their data to explore the relationship between the mass and volume of the materials and calculate their
density.
Literature Connection: “Archimedes and the King’s Crown”
Time Frame: 1 hour
Materials (per pair of students):
Safety goggles
50 mL of isopropyl alcohol (colored red)
50 mL of water (colored blue)
50 mL of salt-water (colored green)
Graduated cylinder
Eye dropper
Calculator
Electronic balance or triple-beam balance
Procedure
Part A: Teacher Pre-Lab Preparation and Presentation
1. Color the isopropyl alcohol red by adding a few drops of red food coloring.
2. Color the water blue by adding a few drops of blue food coloring.
3. Prepare a saltwater solution by mixing four parts water to one part salt by volume. Color the
solution green using a few drops of green food coloring.
4. Show the students the three solutions and ask them to suggest a way to compare the masses of the
three liquids.
5. Guide the discussion towards the realization that in order to compare the masses, equal volumes
would have to be massed. Ask students to predict how the masses of the different liquids would be
vary if the volume of each liquid is the same. Based on their predictions, have students formulate a
hypothesis.
6. The topic of density as the relationship between mass and volume can now be introduced.
EL8_2015
195
Part B: Student Procedure
1. On the electronic balance, mass the graduated cylinder and press "tare" to subtract the mass. If you
are using a triple beam balance, mass the graduated cylinder and record this mass to the nearest
0.01g. Record the mass of the empty cylinder in the Data Table.
2. Pour 10 mL of the red liquid into the graduated cylinder. Use an eyedropper to get the exact
amount of 10.0 mL.
3. To get a precise measurement, place the cylinder on a flat surface, bring your “eye” down to the
level of the liquid, and read the bottom of the meniscus.
4. Determine the mass of the 10.0 mL by reading the electronic balance directly, or if using a triplebeam balance, record the total mass (cylinder + liquid) in the Data Table. Then subtract the mass
of the empty graduated cylinder from the mass of the cylinder and sample of liquid.
5. Record the mass of the sample of liquid on the Data Table in the appropriate location, e.g. Red
Liquid, volume of 10.0 mL.
6. Calculate the density of the liquid by dividing the mass by the volume (10 mL).
7. Record the density on the Data Table in the appropriate location, i.e. Red Liquid; volume of 10.0
mL.
8. Add another 10.0 mL to the cylinder. You should now have a total of 20.0 mL (10 mL + 10 mL).
9. Determine the mass of the 20.0 mL by reading the electronic balance directly, or if using a triplebeam balance, record the total mass CL (cylinder + liquid) record in the Data Table.
10. Then subtract the mass of the empty graduated cylinder (CE) from the mass of the cylinder and
sample of liquid (CL). Record the mass of the sample of .liquid on the Data Table
11. Find the density again by dividing the mass by 20.0 mL and record it on the Data Table.
12. Keep adding 10.0 mL of the red liquid, recording the mass and calculating the density by dividing
the mass by the amount of liquid in the cylinder until a total of 50.0 mL of the red liquid has been
used.
13. Repeat the procedure for each of the other liquids, finding mass and density.
14. Graph mass (y-axis) vs. volume (x-axis) for each liquid on the graph paper provided. Use a
different color for each of the liquid solutions.
15. Draw a line of “best-fit” for the points of each solution.
Data Analysis
Data Table for RED LIQUID
Volume
Mass of Empty
(mL)
Cylinder
CE
(g)
Mass of Cylinder
and Sample of
Liquid
CL
(g)
Mass of
Sample of
Liquid
CL- CE
(g)
Density
(g/mL)
10.0
20.0
30.0
40.0
50.0
EL8_2015
196
Data Table for BLUE LIQUID
Volume (mL)
Mass of Empty
Cylinder
CE
(g)
Mass of Cylinder
and Sample of
Liquid
CL
(g)
Mass of
Sample of
Liquid
CL- CE
(g)
Density
(g/mL)
Mass of Cylinder
and Sample of
Liquid
CL
(g)
Mass of
Sample of
Liquid
CL- CE
(g)
Density
(g/mL)
10.0
20.0
30.0
40.0
50.0
Data Table for GREEN LIQUID
Volume (mL)
Mass of Empty
Cylinder
CE
(g)
10.0
20.0
30.0
40.0
50.0
Analysis Questions:
1. Which variable, mass or volume, is considered the test variable (independent variable) in this
experiment?
2. Which variable, mass or volume is considered the outcome variable (dependent variable) in this
experiment?
3. As the volume increases, what happens to the mass of each sample?
4. Compare your density calculations for the red liquid. Should the density be the same in each
instance? Explain your answer. Will this also be true for the blue and green liquids?
5. Analyze your data and determine which liquid is most dense and which one is least dense.
Focusing on the mass and volume of each liquid. Identify what the relationship is between mass
and volume in terms of density.
EL8_2015
197
1. Predict what would happen to the liquids, if you carefully poured each liquid into a clear
container. Write an explanation which differentiates the difference between each liquid of how and
why they layered that way including the relationship of density to the location of each liquid.
2. In terms of density, differentiate between an object which floats in water and an object which
sinks in water
3. Density of plain water is 1g/ml. What is the volume of a sample of water if the mass is 6.7g?
Explain why this is so easy to figure out.
4. Show how one would set up a ratio to determine the mass of a substance with a density of
5.6g/mL and a volume of 3.7 mL. Then determine the mass.
5. Show how one would set up a ratio to determine the volume of a substance with a density of 2.6
g/mL and a mass of 5.5 g. Then determine the volume.
6. Based on the results of this lab, design an experiment demonstrating how unknown substances can
be distinguished from one another by using their densities.
Home Learning:
Students will complete the Analysis Questions.
Extensions:
1. Have students explore the density of objects with identical volumes, but different masses (use
density cubes). Discover the relationship among mass, volume, and density.
2. Have students explore the density of different liquids and/or solutions, e.g. 5%, 10%, 15%
saltwater solution. Discover the relationship between density and the solute concentration.
EL8_2015
198
Literature Connection:
“Archimedes and the King’s Crown”
An ancient story tells about a Greek king, a gold
crown and an amazing scientist named Archimedes.
The king had ordered a solid golden crown made.
When the court goldsmiths presented it to him, he
asked Archimedes to test it to make sure it was pure
gold. Archimedes knew that pure gold was very soft.
He could bite a piece of it, and his teeth would leave a
dent in it. (But he also knew that the king would be
mad if he returned a dented crown. He couldn't use
THAT test.) Archimedes also knew that if he took
equal volumes of gold and water, the gold would
weigh 23 times more than the water. He COULD use
this test. (The problem was measuring the volume of
the crown, an irregular object.).
One night, while filling his tub, for a bath, Archimedes accidentally filled it to the very top. As he stepped
into it, water spilled out over the top. The idea struck him, that if he collected the water, and measured it,
he would know the volume of his body. HE COULD USE THIS TO MEASURE THE CROWN! In other
words, the amount of displaced water in the bathtub was the same amount as the volume of his body.
Archimedes was so excited that he jumped out of the tub. He ran outside and down the street yelling
"Eureka! Eureka! (One of the few Greek words I know!) I found the answer!"
www.sciencenet.org.uk/.../Chemistry/ StructBond/c00195b.html
All this was fine except in his excitement, Archimedes had forgotten to put on his clothes.
He was running down the street naked! Archimedes was
able to get the volume of the crown and an equal volume
of pure gold obtained, no doubt, from the King’s
treasury. When he placed the two items into separate
pans on a two-pan balance, well, I guess you can figure
out the answer if I tell you that the goldsmith was put
into jail!
EL8_2015
199
PRECIPITATING BUBBLES
Review of the Scientific Method
Florida Next Generation Sunshine State Standards Benchmark(s):
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to
support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (AA)
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a
multitude of ways to produce compounds that make up all of the living and nonliving things that we
encounter. (AA) (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.)
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1
and SC.8.P.9.3.)
Background Information:
(Reprinted from The Brain in Space: A Teacher’s Guide with Activities for Neuroscience, NASA, URL:
http://science.nasa.gov/headlines/y2002/images/playingcatch/spacebrain.pdf)
Scientists aim to gain knowledge and reach an understanding of the world around them. To achieve this
goal, scientists must be curious, make observations, ask questions, and try to solve problems. Early
scientists tended to draw conclusions from observations that were largely speculative (e.g., that the Earth
was flat or that the Sun circled the Earth). By the mid-sixteenth century, some scientists began to realize
that using a systematic approach to obtaining information and solving problems could obtain far more
knowledge. This resulted in a process which we call the Scientific Method.
Steps of a Scientific Method involving an experimental design
 Identify the problem.
 Collect information about the problem.
 Propose a hypothesis.
 Test the hypothesis by conducting experiments, making comparative observations, and
collecting data.
 Evaluate the data collected through investigation.
 Draw conclusions based on data and determine whether to accept or reject the hypothesis.
 Communicate results and ask new questions.
The problem is a statement of the question to be investigated. Observations and curiosity help to define
exactly what problem should be investigated and what question(s) answered. Once a problem is defined, a
scientist should collect as much information as possible about it by searching journals, books, and
electronic information sources. This information will provide a basis for forming the hypothesis.
A hypothesis is often considered to be an “educated guess.” The word “guess” is inappropriate, however,
because a hypothesis should be based on information gathered. A hypothesis can be defined more
accurately as a “proposed” answer to the problem, based upon background information either gathered
through research or through experience. The hypothesis is then tested through experimentation and
observation. The results of experimentation provide evidence that may or may not support the hypothesis.
To be effective, experiments must be properly planned. The plan is called the procedure, which describes
the things that actually will be done to perform the investigation. This is where decisions are made about
EL8_2015
200
which variables will be tested and which will be kept constant, what to use as a control, how many
samples to use, how large the sample sizes should be, safety precautions needed, and how many times to
run the experiment.
Many scientists investigate questions that cannot be answered directly through controlled experiments in
laboratories. For example, scientists studying global warming, the AIDS epidemic, and losses of
biodiversity must use comparative methods to examine differences that occur in the natural world.
When developing the procedure for an experiment, consider the following:
1. Test only one variable at a time.
A scientist wanting to find out “why trees shed their leaves in the fall” would have to consider the factors
that affect trees, such as the type of tree, the amount of water they receive, the temperature, the length of
daylight to which they are exposed, and the type of soil in which they are growing. These are the variables
which can cause changes to occur in an experiment.
To obtain reliable results, only one variable should be tested at a time. All others should be kept constant,
whenever possible. If the scientist’s hypothesis states that shorter daylight hours cause trees to shed their
leaves in the fall, trees of the same age should be tested. They should be placed in the same size pots with
the same type of soil, given the same amount of water, and kept at the same temperature. The only thing
changed should be the number of hours of light to which different groups of trees are exposed. Any
variable that the experimenter chooses to change, such as the hours exposed to light, is referred to as the
test variable (independent variable). The change in the experiment that happens as a result of the test
variable, such as the length of time that it takes for the leaves to fall, is referred to as the outcome
variable (dependent variable).
2. Use controls.
The control is used for comparing the changes that occur when the variables are tested. If a number of
young oak trees are placed in a greenhouse and exposed to 10 hours of light to simulate fall conditions,
how will the scientist know if a loss of leaves is due to the amount of light? It could be due to the
temperature that he/she chose or the amount of carbon dioxide in the air. To avoid such uncertainty, two
identical experiments must be set up: one in which the trees are exposed to 10 hours of light and the other,
the control, in which they are exposed to light for a longer period of time to simulate summer conditions.
All factors for the control are exactly the same as for the test except for the variable being tested—the
amount of light given to each tree.
3. Use several samples.
Using a number of samples prevents errors due to differences among individuals being tested. Some trees
are heartier than others. If only a few trees are tested, some may lose leaves for reasons that are not related
to the amount of light. This will produce misleading results. Larger numbers
of samples will provide more accurate results.
4. Always use appropriate safety measures.
Safety measures to be followed vary according to the type of experiment
being performed. For example, laboratory-based experiments frequently
require that participants wear protective clothing and safety goggles and that
dangerous volatile chemicals be used only under a vented fume hood.
EL8_2015
201
5. Repeat the experiment several times.
To make valid conclusions, the scientist must have reproducible results. Ideally, comparable results
should be obtained every time the experiment is run.
After the plan or procedure is complete, the experiment is run. It is essential that careful and accurate
records be kept of all observations during an experiment. The recorded observations and the measurement
comprise the data. It is always useful to present data in the form of charts, tables, or graphs, as these
provide a visual way to analyze and interpret the results. When drawing graphs, the test variable
(independent variable) is conventionally plotted on the horizontal axis, and the outcome variable
(dependent variable) is plotted on the vertical axis. Analysis of data from the experiment allows the
scientist to reach a conclusion. The scientist determines whether or not the data support the hypothesis
and decides whether to accept or reject the hypothesis.
The conclusion should provide an answer to the question asked in the problem. Even if the hypothesis is
rejected, much information has been gained by performing the experiment. This information can be used
to help develop a new hypothesis if the results repeatedly show that the original hypothesis is
inappropriate. After performing many investigations on a particular problem over a period of time, a
scientist may come up with an explanation for the problem, based on all the observations and conclusions
made. This is called a theory.
A Scientific Theory is an explanation, supported by data, of how or why some event took place in nature.
MAJOR CONCEPTS FOR THE TEACHER
 Our exhaled breath contains carbon dioxide gas.
 The carbon dioxide we exhale reacts with calcium hydroxide in solution to form insoluble calcium
carbonate and water.*
 Formation of calcium carbonate precipitate can be used as a test for the presence of carbon
dioxide.
 If carbon dioxide continues to be bubbled into limewater (calcium hydroxide solution) after a
period of time, the white precipitate disappears. The excess carbon dioxide forms carbonic acid in
the water and the calcium carbonate reacts with the carbonic acid to form calcium ions and
bicarbonate ions, which are soluble in water. **
Ca(OH)2
CO2
CaCO3
H2O
H2CO3
Ca++
HCO3+
= calcium hydroxide
= carbon dioxide
= calcium carbonate
= water
= carbonic acid gas
= calcium ion
= bicarbonate ion
Chemical Equations
* Ca(OH)2 + CO2  CaCO3 + H2O
** CO2 + H2O + H2CO3
CaCO3 + H2CO3Ca++ 2HCO3+
This activity demonstrates the presence of carbon dioxide in exhaled air. In Activity 1, the teacher will
blow through a straw into a solution of calcium hydroxide. The carbon dioxide in the exhaled air will
combine with the calcium hydroxide to produce a white precipitate of calcium carbonate. In Part 2,
EL8_2015
202
students will attempt to reproduce the experiment. They will not be able to do so because they will only
have water as their unknown liquid. They should conclude that the teacher had a liquid other than plain
water, resulting in a chemical reaction that changed one or more substances in the teacher’s original
solution.
The second part of this activity involves designing an experiment to test the hypotheses determined in the
class discussion. It may be handled in different ways depending on the age of the students.
Time Frame
30 minute teacher preparation
60 minutes / student activity
MATERIALS
 5 grams calcium hydroxide powder
 One liter of water
 Filter paper
 Filter funnel
 Flasks or small bottles
 Straws
 25 mL or 50 mL graduated cylinder
 125 mL Erlenmeyer flasks
 Test–tube rack
 Aluminum foil
 Stop watch
 Hot Plate
 Goggles
Procedure:
Part 1: Lab Prep
The preparation of one liter of limewater
(Should be prepared a day ahead of time): Teacher preparation
1. Add 10 grams calcium hydroxide Ca(OH)2 powder to 500 mL of water.
2. Cover and shake well. Calcium hydroxide is only slightly soluble in water and 5 grams will
provide more solid than will dissolve.
3. Allow the suspension formed to settle for a few minutes.
4. To separate the limewater from the suspension, use the filter paper and filter–funnel apparatus to
filter the suspension.
5. If the limewater filtrate is still slightly cloudy, filter for a second time, using a new filter paper.
6. Keep the limewater tightly closed when not in use, as it will react with carbon dioxide from the air
and become cloudy.
7. The calcium hydroxide and water suspension can be stored in a large bottle, and the limewater
filtered off when needed.
8. The filtered limewater can be stored in smaller bottles or flasks, 250 mL in volume, for use in
class.
Engage
Part 1:
1. Read the following background information
EL8_2015
203
2.
3.
4.
5.
6.
7.
BACKGROUND
Carbon dioxide comprises only 0.033 percent of Earth’s atmosphere, yet it is the principle
inorganic source of carbon for living organisms. Carbon dioxide and water are the raw materials
required by plants for the synthesis of sugars through photosynthesis. Organisms release carbon
dioxide back into the atmosphere as a waste product of respiration and other cellular processes.
Say to students: It is important for scientists to make careful observations, and you will practice
doing the same in this activity. Keep a record of all of your observations.
Everyone must wear safety goggles.
Fill a 125 mL Erlenmeyer flask with 15 mL of teacher liquid (filtered limewater solution).
Students record observations in notebook.
Teacher will use a straw to bubble his/her breath into the liquid slowly for no more than 2
minutes. DO NOT blow vigorously as you do not want to spill the liquid! Be very careful not to
allow any liquid to enter the mouth or eyes. Goggles are a must!
Organize students into cooperative lab groups of 3 – 4 members. Assign each member a role (see
Group Roles in the front of the packet).
Data Analysis: Teacher Directed Part 1
1. Have group members discuss the following questions and place their answers on sticky notes.
2. Have one member of the group place their answers on the poster paper (one question/poster paper)
provided by the teacher. Have another member read the group answers when called upon.
3. Questions for groups to answer:
a. What gases are present in exhaled air? Carbon dioxide gas (nitrogen, water vapor, and small
amounts of oxygen are also present.)
b. What is the clear liquid? Limewater (calcium hydroxide)
c. Why did a precipitate form? Why did the solution turn cloudy? There must have been a
chemical reaction
d. If a chemical reaction took place, what two ingredients do you think reacted? The limewater
and the carbon dioxide
e. How can we test for the presence of carbon dioxide? Bubble the gas into the clear limewater.
f. What is a positive test for carbon dioxide? Limewater is a solution of calcium hydroxide. It
chemically reacts with carbon dioxide to form solid calcium carbonate (chalk).
4. The responses from all groups will be discussed in class to ensure that all students understand the
experiment.
Data Analysis: Teacher Directed Part 2
1. Students will repeat the procedures demonstrated by the teacher.
2. Each student group is to measure 15 mL of student liquid (water) into a 125 mL Erlenmeyer flask,
and record their observations in lab notebooks.
3. Using a straw, the assigned member of each group will bubble his/her breath into the liquid
slowly for no more than 2 minutes. DO NOT blow vigorously to avoid spilling the liquid!
4. Observe the contents after blowing through the straws for approximately 1 – 2 minutes.
5. Record observations in lab notebook. These observations will be
recorded as data.
6. When the teacher is convinced that class knows exactly what
happened, he/she will say to the class, “Your teacher did the exact
same experiment but got very different results!” His/her test tube
has white precipitate.
EL8_2015
204
7. The class now has a problem to solve: How can there be no white precipitate when the teacher
performed the same experiment?
8. Groups will discuss what factors might affect the production of the precipitate (cloudy solution
which will settle into a white solid and clear liquid in time).
9. Have groups propose a factor that might have affected the results.
Possible answers might be:
 Time—how long exhaled air was bubbled into the solution.
 Adults vs. teenagers
 Rate of bubbling
 Light vs. dark
 Temperature of the liquideither hotter or colder
 Different substance
The factors identified are known as variables.
10. Each group will be assigned at least one of the variables to test.
11. Use the following questions to guide the groups in the development of their group hypotheses and
experimental design:
• Does the hypothesis offer an answer to the problem?
Yes, it does. The problem was, “Why was there a white precipitate when the teacher performed
the experiment?” The hypothesis states that the teacher may have (choose a variable).
• Does the experiment have a control?
Yes. The control is the average length of time that the students exhaled into the liquid (possibly
about one minute).
• Which materials are needed? Are the materials readily available?
• What conditions are being kept constant?
The conditions kept constant are the temperature of the liquid, the size of the straws, the rate of
bubbling into the liquid and the amount of liquid used for each test (there may be human error
here – may not blow at same rate consistently).
• What is the test variable (independent variable) being tested? This is the variable that the
experimenter chooses to change.
• What is the outcome variable (dependent variable) being measured? The outcome variable
(dependent variable) is the presence or absence of precipitate present after exhaling into the
container.
• How will each group present its data? Presentation format will vary
12. Each group must submit to the teacher prior to any experimentation
 a proposed hypothesis; a draft procedure (which may be modified as students work through the
experiment); a draft data table
Procedure: Part 3
1. Groups will be provided with the needed materials to perform their experiments, collect data, and
draw conclusions.
2. Each group must turn in a completed Laboratory Report.
3. A post-experiment class discussion may be conducted to review the conclusions made by each
group.
4. Compare the experiments performed by each group of students. For each experiment designed,
discuss the variable tested, the control, the factors kept constant (controlled variables), and the
results obtained. Note that the amount of limewater used and the size of the straws and flasks
should be the same for each experiment. A chart, such as the one below, can be developed on an
overhead projector.
EL8_2015
205
5. Add any other variables tested to the chart as necessary.
6. From the class observations, it can be concluded that only the length of time affects the amount of
precipitate formed. However, results have also varied based upon how vigorous the blowing was,
i.e. amount of carbon dioxide introduced.
7. At this point, explain that excess carbon dioxide bubbled into limewater forms carbonic acid,
which dissolves the precipitate of calcium carbonate. Place balanced chemical equation on the
board.
8. The use of a Scientific Method, specifically an experimental design to systematically test different
hypotheses will enable the students to determine which hypothesis is correct in answering a
problem.
Evaluation:
1. You will be evaluated according to the amount of effort expanded, your specific job performance,
your participation within the team, and on the final product—the laboratory write-up.
2. Your group’s experiment should be evaluated based on the appropriateness of the design you
initiated to test the group’s hypothesis (not whether the group actually found the “correct” solution.
3. Students will be asked to test the hypothesis that “the length of time that air was blown into the
solution” caused the teacher’s results to be different. Each student in a group of four will use the
same size tube and the same amount of lime water, run the experiment at the same temperature,
use the same size straws, and attempt to bubble at the same rate. Students should estimate how
long they exhaled into their liquid the first day. This could be the control time. One student in each
group will blow into his/her tube for the control time. Each of the remaining students in the group
should increase the control time by two to four minutes.
4. Explain why there was no change in the student liquid when carbon dioxide was exhaled into the
liquid.
Home Learning:
1. Work on designing and writing-up an experimental design for completion of Part 2.
2. Work on the completion of the laboratory write-up, which may include data analysis, graphing,
and drawing conclusions after completion of Part 3.
3. Discussion and provide examples of chemical changes
where new substances are formed as a result of atoms
combining – some students may discuss that this is a
result of electron bonds forming.
Extensions:
1. Have each group perform four more different
experiments, to test several variables.
2. Do not share the final chemical equation with students.
Additionally, challenge them to find the correct reaction
mechanism.
EL8_2015
206
Student
PRECIPITATING BUBBLES
Florida Next Generation Sunshine State Standards Benchmark(s):
 SC.8.N.1.1: Scientific Investigations
 SC.8.P.8.5: Combining Atoms
 SC.8.P.9.2: Chemical and Physical Changes
BACKGROUND
Carbon dioxide comprises only 0.033 percent of Earth’s atmosphere, yet it is the principle inorganic
source of carbon for living organisms. Carbon dioxide and water are the raw materials required by plants
for the synthesis of sugars through photosynthesis. Organisms release carbon dioxide back into the
atmosphere as a waste product of respiration and other cellular processes.
Part 1: Teacher Demonstration
Observations: What did you observe in the teacher demonstration?
Questions:
a. What gases are present in exhaled air?
b. What was the clear liquid in the initial demonstration?
c. Why did a precipitate form? Why did the solution turn cloudy?
d. If a chemical reaction took place, what two ingredients do you think reacted?
e. How can we test for the presence of carbon dioxide?
f. What is a positive test for carbon dioxide?
EL8_2015
207
Part 2: Repeat the procedures demonstrated by the teacher.
Procedures:
13. Each student group is to measure 15 mL of student liquid (water) into
a 125 mL Erlenmeyer flask, and record their observations in lab
notebooks.
14. Using a straw, the assigned member of each group will bubble
his/her breath into the liquid slowly for no more than 2 minutes.
DO NOT blow vigorously to avoid spilling the liquid!
15. Observe the contents after blowing through the straws for approximately 1 – 2 minutes.
16. Record observations in lab notebook. These observations will be recorded as data.
Observations:
Questions:
1. Was there a problem with the results? Explain.
2. How can there be no white precipitate when the teacher performed the same experiment?
3. What factors might affect the production of the precipitate (cloudy solution which will settle into a
white solid and clear liquid in time)?
** The factors identified are known as variables. Each group will be assigned at least one of the
variables to test. **
Group Variable:
___________________________________________________________________________________
EL8_2015
208
Part 3: Design an Experiment to Test Your Variable
Problem Statement:
The question you
want to answer
Hypothesis:
“If (this is changed) then (this will happen) because...”
Test Variable:
Factor being tested
Outcome Variable:
Factor being
measured
Control Group:
Used as a
comparison
Constant Conditions:
Purposefully kept
the same
Materials Needed:
Procedures:
Specific steps you
will take to test the
hypothesis. Be
Specific!
Data:
Observations,
Charts, Tables,
and/or Graphs
EL8_2015
209
Conclusion:
Claim:
Make a CLAIM based on what you observed in the experiment you performed today
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
EL8_2015
210
GREENHOUSE GASES IN A BOTTLE
Next Generation Sunshine State Standard Benchmark:
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously
transferred within and between organisms and their physical environment.
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (AA)
Background Information for the teacher:
Particles suspended in our atmosphere (aerosols) can absorb more sunlight or they can reflect the Sun's
energy back into space. The Earth's temperature would be much colder without the CO2 in our
atmosphere we have naturally. When we add more, the Earth warms up. The effects of atmospheric CO2
and aerosols on our planet's temperature are measurable with simple tools anyone can use. Greenhouse
gases are carbon dioxide, methane, nitrous oxide, ozone (in the lower atmosphere), water vapor and
CFCs. One greenhouse gas that has been increasing in the past 50 years is carbon dioxide. Loss of
rainforests that take in carbon dioxide and the burning of fossil fuels by cars, factories and plants that
releases carbon dioxide is part of the causes.
CLAIM-EVIDENCE-REASONING-A persistent question with regard to the greenhouse effect is,
"Why does the light energy from the Sun pass through the greenhouse gases in the layers of the
atmosphere but are trapped once the infrared light returns to space after reflected off Earth?”
Materials:








Funnel
Filter paper for measuring baking soda
Graduated Cylinder
Timer/Stopwatch
Four: 500 mL clear water bottles with the
label removed
Identical thermometers for each soda
bottle
Duct tape
Source of carbon dioxide (CO2)-vinegar
and baking soda







Modeling clay
Measuring spoons
Balloons
125 mL Erlenmeyer
500 mL of room
temperature water
Optional Heat Lamps
Triple-Beam Balance
Flask
Engage:
Read or write on the board "Why does the light energy from the Sun pass through the greenhouse gases
unhindered and the infrared energy radiated from the Earth is absorbed?"
Explain how a greenhouse is able to maintain a temperature at which plants are able to grow even though
the temperature outside the greenhouse sometimes will not support plant life. Relate a greenhouse to how
the Earth’s atmosphere traps heat. Identify the gases in the atmosphere that “act” like the glass in a
greenhouse.
Optional: Studyjams-Carbon Cycle, BBC-Carbon Cycle
Explore:
Teacher Preparation:
1. Drill the caps of the bottles to the same diameter as your thermometer. Place the thermometers
through the holes in the caps several inches. Use the modeling clay to hold the thermometers in place
and seal the hole.
2. Number bottles #1, #2, #3, and #4.
EL8_2015
211
Name:___________________________________________ Period: _______Date: ____________
Procedure:
For your source of carbon dioxide, use the following methods quickly to ensure CO2 is captured:
 Bottles #1 and #2 - Carefully mix 10 grams of baking soda and 50 mL vinegar in a flask. Cover
with balloon to capture the CO2. Add 50 mL water to bottle #1. Release the CO2 into bottle #1
and cover with cap quickly. Repeat the procedure for the bottle #2.
 Bottles #3 and #4 – Pour10 grams of baking soda into each bottle. Now add 50 mL of water to
each bottle.
3. Place the caps with thermometers onto the tops of the bottles.
4. Place bottles in sunlight. Make sure they receive the same amount of sun. NOTE: a heat lamp may be
substituted for the sun, but you must be very careful to place the bottles exactly the same distance
from the lamp.
5. Shade the thermometers by putting a strip of opaque tape on the outside of the bottles. The tape must
be the same length on all bottles.
6. Measure the temperature of the bottles over time. Record the temperature of each bottle every five
minutes for a half hour
Data Table
Dry
Elapsed Time in
minutes
Initial
5
10
15
20
25
30
Bottle 1
Wet
Bottle 2
Bottle 3
Bottle 4
Explain:
Conclusion
1. Interpret the graph and identify a trend for the change in temperature for each container during the
experiment? Did both jars show the same change in temperature? Calculate the change in temperature
for each jar.
2. Did your results support your hypothesis?
3. Explain why the temperature of the covered jar showed an increase in temperature. What part of this
setup contributed to the increase in temperature?
4. Explain how the covered jar setup represents an experimental model of the influences of the greenhouse
effect on the temperature of the Earth’s atmosphere. Identify what the light bulb and plastic wrap
represent in this experimental model.
5. Identify the tested (independent), outcome (dependent) and controlled (constant) variables in this
experiment.
6. In this experiment we only tested each setup one time (20 minute interval); explain why this will affect
the validity of the data. How can we change this experiment so the data will be more valid?
7. Based on what you learned in this activity, can you connect this knowledge to the environmental issue
of the dangers of the greenhouse effect? Explain
8. Think about what humans do that increases the amount of greenhouse gases released into the
atmosphere and develop a list of ways that we can reduce the level of these gases.
EL8_2015
212
Elaborate:
Claim:
Make a CLAIM based on what you observed in the experiment you performed today.
Evidence:
Support your claim using EVIDENCE you collected in your experiment.
Reasoning:
Use science concepts to provide REASONING for why the evidence you presented supports your claim.
Optional Extensions:
1. Activity # 1. Students may want to continue the experiment and record the two temperatures every
day at the same time for a week. Graph the data and discuss how the temperatures fluctuate from
day to day.
2. Activity # 2. Green House Gases.
There is no scientific dispute about the presence of "greenhouse gases" (including carbon dioxide--CO2)
in the Earth’s atmosphere that function to trap heat from the Sun. There is also no dispute that the amount
of CO2 in the atmosphere has increased 25%. Does this mean that global warming is occurring? Nobody
knows for certain, but many atmospheric scientists are becoming concerned about the increasing amount
of CO2 in the atmosphere.
What does this mean to you? Despite the uncertainties, if global warming does occur (or if it has already
begun), it will profoundly affect human societies. Global warming may result in severe droughts, reducing
crop production necessary to feed billions of people. Rising sea levels will threaten beaches, coastal cities,
and people. The migration of millions of people would strain economic, health, and social services.
Conflicts over remaining resources could escalate. Wildlife habitat will be destroyed, with countless
species facing extinction. With the potential devastating effects of global warming, it is reasonable and
prudent to examine alternatives to fossil fuels to decrease the amount of CO2 in the atmosphere. The
transportation sector is one area that can, generally speaking, use alternative methods of fuel, since there
are already a variety of alternate fuels available. The good news is that this transition can be done
relatively easily, cheaply, and painlessly.
EL8_2015
213
IMAGINARY ALIEN LIFE FORMS
Adapted from Mars Critters http://ares.jsc.nasa.gov/ares/education/program/Data/marsCritters.pdf
and
Solar System Activities: Search for a Habitable Planet
http://solarsystem.nasa.gov/educ/docs/modelingsolarsystem.pdf
Next Generation Sunshine State Standards Benchmark: SC.8.E.5.7 Compare and contrast the
properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as
gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
(AA) (Also assesses SC.8.E.5.4 and SC.8.E.5.8.);
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which
genetic variation and environmental factors contribute to evolution by natural selection and diversity of
organisms. (AA) (Also assesses SC.7.L.15.1 and SC.7.L.15.3.)
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares
and pedigrees.
About This Activity
In groups or as individuals, students will use their knowledge of Mars and living organisms to construct a
model of a plant or animal that has the critical features for survival on Mars. This is a “what if” type of
activity that encourages the students to apply knowledge. They will attempt to answer the question: What
would an organism need to be like in order to live in the harsh Mars environment?
Objectives
Students will:
• draw logical conclusions about conditions on Mars.
• predict the type of organism that might survive on Mars.
• use a Punnett Square to predict offspring genotype and phenotype
• construct a model of a possible Martian life form.
• write a description of the life form and its living conditions focusing on necessary structural adaptations
for survival.
Background
To construct a critter model, students must know about the environment
with extremes in temperature. The atmosphere is much thinner than the
Earth’s; therefore, special adaptations would be necessary to handle the
constant radiation on the surface of Mars. Also the dominant gas in the
Mars atmosphere is carbon dioxide with very little oxygen. The
gravitational pull is just over 1/3rd (0.38) of Earth’s. In addition, Mars
has very strong winds causing tremendous dust storms. Another
requirement for life is food—there are no plants or animals on the surface
of Mars to serve as food!
Scientists are finding organisms on Earth that live in extreme conditions
previously thought not able to support life. Some of these extreme
environments include: the harsh, dry, cold valleys of Antarctica, the
ocean depths with high pressures and no Sunlight, and deep rock
formations where organisms have no contact with organic material or Sunlight from the surface.
EL8_2015
214
Vocabulary
Ecology, adaptations, gravity, geology, atmosphere, radiation exposure, weather, environment, genotype,
phenotype
Part 1
Materials
 paper (construction, tag board, bulletin board, etc.)
 colored pencils
 glue
 items to decorate critter (rice, macaroni, glitter, cereal, candy, yarn, string, beads, etc.)
 pictures of living organisms from Earth
 Student Sheet, Mars Critters
 Student Sheet - Activity 1, If You Went to Mars
 Mars Fact Sheet (pg. 56)
Procedure
Advanced Preparation
 Gather materials.
 Set up various art supplies at each table for either individual work or small group work. This
activity may be used as a homework project.
 Review the “If You Went to Mars” sheet, Mars Fact Sheet, and the background provided above
along with the research conducted in the Martian Sun-Times activity or other desired research.
Classroom Procedure
1. Ask students to work in groups to construct a model of an animal or plant that has features that
might allow it to live on or near the surface of Mars.
2. Have them consider all the special adaptations they see in animals and plants here on Earth.
3. They must use their knowledge of conditions on Mars, consulting the Mars Fact Sheet, If You
Went to Mars, and other resources such as web pages if necessary. Some key words for a web
search might be “life in space” or “extremophile” (organisms living in extreme environments).
4. They must identify a specific set of conditions under which this organism might live.
Encourage the students to use creativity and imagination in their descriptions and models.
5. If this is assigned as homework, provide each student with a set of rules and a grading sheet,
or read the rules and grading criteria aloud and post a copy.
6. Review the information already learned about Mars in previous lessons.
7. Remind the students that there are no wrong critters as long as the grading criteria are
followed.
8. Include a scale with each living organism.
9. Students select two different organisms that will mate.
10. Revisit/Introduce Genetics:: Select one trait, the height of the “Mars Critter,” and generate a
Punnett Square to predict the genotype (genetic make-up) and phenotype (physical
characteristics) of the offspring that the two organisms would produce, if mated. Students will
learn more about this in upcoming topics. For simplicity – tell students that the height trait
will have a paired allele, each parent giving one possible allele to the offspring and tall is
dominant and expressed in the offspring when present. Complete a sample Punnett Square, as
a reminder. Advanced students may explore incomplete dominance.
EL8_2015
215
As an extension, mate offspring and/or generate Punnett Squares for other characteristics.
Genotype
TT
(dominant tall)
tt
(recessive short)
Tt (mixed hybrid)
Phenotype
Tall
Short
Tall
Teacher Guide
Source: www.exploringnature.org/db/detail.php?dbID=22&detID=2290
EL8_2015
216
Description and Questions
Use another page if more space is needed.
1. The critter’s name:
2. Describe the habitat and climate in which your critter lives.
3. How does it move? Include both the form and method of locomotion. (For example: The miniature
Mars Gopher leaps on powerful hind legs.)
4. What does it eat or use as nutrients? Is it herbivorous, carnivorous, omnivorous, other? What is its
main food and how does it acquire this food?
5. What other creatures does it prey on, if any: How does it defend itself against predators?
6. How does your creature cope with Mars’ extreme cold, unfiltered solar radiation, and other
environmental factors?
7. Suppose two Mar’s critters mated. One was Tall and the other was short. Using a Punnett Square,
predict the offspring’s possible heredity of the tall gene. Each parent has two alleles for the height gene.
Dad is homozygous tall (TT) and mom is short (tt). Predict the genotype (genetic make-up) and
phenotype (physical characteristics) for the offspring
Dad
Genotype: _____% TT ____% tt ____% Tt
Phenotype: ______% Tall ______% short
Genotype
TT (homozygous tall)
tt (homozygous short)
Tt (heterozygous)
EL8_2015
Phenotype
Tall
Short
Tall
Offspring
Mom
217
MARS FACT SHEET
Student
If You Went to Mars
From: “Guide to the Solar System.”
By the University of Texas, McDonald Observatory
Mars is more like Earth than any other planet in our solar system but is still very different. You would
have to wear a space suit to provide air and to protect you from the Sun’s rays because the planet’s thin
atmosphere does not block harmful solar radiation. Your space suit would also protect you from the bitter
cold, temperatures on Mars rarely climb above freezing, and they can plummet to -129oC (200 degrees
below zero Fahrenheit). You would need to bring water with you, although if you brought the proper
equipment, you could probably get some Martian water from the air or the ground.
The Martian surface is dusty and red, and huge duststorms occasionally sweep over the plains, darkening
the entire planet for days. Instead of a blue sky, a dusty pink sky would hang over you.
West Rim of Endeavour Crater on Mars
Image Credit: NASA/JPL-Caltech/Cornell/ASU
http://www.nasa.gov/mission_pages/mer/multimedia/gallery/pia11507.html
EL8_2015
218
Fourth planet from the Sun
Distance from the Sun:
Minimum: 206,000,000 kilometers
Average: 228,000,000 kilometers
(1.52 times as far as Earth)
Maximum: 249,000,000 kilometers
Eccentricity of Orbit:
0.093 vs. 0.017 for Earth (0.00 is a perfectly circular orbit)
Distance from Earth:
Minimum: 56,000.000 kilometers
Maximum: 399,000,000 kilometers
Year:
1.88 Earth years - 669.3 Mars days (sols) – 686.7 Earth days
Day:
24.6 Earth hours
Tilt of Rotation Axis:
Size:
25.2o vs. 23.5o for Earth
Diameter: 6794 kilometers vs 12,76 kilometers for Earth
Surface Gravity: 0.38 9 or ~ 1/3) Earth’s gravity
Mass: 6.4 x 1026 grams vs. 59.8 x 1026 grams for Earth
Density: 3.9 grams/mL vs. 5.5 grams/mL for Earth
Surface Temperature:
Cold
Global extremes: -125oC (-190oF) to 25oC (75oF)
Average at Viking 1 site high 010oC (15oF); low -90oC (-135oF)
Atmosphere: Thin, un-breathable
Surface pressure: ~6 millibars, or about 1/200th of Earth’s -Contains 95% carbon dioxide,
3% nitrogen, 1.5%argon, ~0.03% water (varies with season), no oxygen. (Earth has 78%
nitrogen, 21% oxygen, 1% argon, 0.03% carbon dioxide.)
Dusty, which makes the sky pinkish. Planet-wide dust storms black out the sky.
Surface:
Color: Rust red
Ancient landscapes dominated by impact craters
Largest volcano in the solar system (Olympus Mons)
Largest canyon in the solar system (Valles Marineris)
Ancient river channels
Some rocks are basalt (dark lava rocks), most others unknown
Dust is reddish, rusty, like soil formed from volcanic rock
Moons
Phobos (“Fear”), 21 kilometers diameter
Deimos (“Panic”), 12 kilometers diameter
EL8_2015
219
Part 2: Search for a Habitable Planet
Next Generation Sunshine State Standards:
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition. (AA)(Also
assesses SC.8.E.5.1 and SC.8.E.5.2.)
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.)
Objective:
This lesson focuses on characteristics of planets that make them habitable. Living creatures need food to
eat, gas to breathe, and a surface that provides a comfortable temperature, gravity, and place to move
around. These requirements are related to what the planet’s surface and atmosphere are made of, and how
large (gravity) and close to the Sun (temperature) the planet is located. The inner planets are small (low
gravity), relatively warm, and made of solid rock. Some of them have atmospheres. The outer planets are
large (high gravity), cold, and made of gaseous and liquid hydrogen and helium. A creature that might be
comfortable on a gas giant would not be comfortable on a small rocky planet and vise versa.
Vocabulary: habitable, life requirements, planet characteristics, surface and atmospheric composition
(chemical examples)
Time Required: One to two 45 minute class periods
Materials: Creature Cards Solar System Images and Script Planet Characteristics Table
Students will define the life requirements of a variety of creatures and learn that these relate to measurable
characteristics of planets the creatures might inhabit. By evaluating these characteristics, students
discover that Earth is the only natural home for us in our solar system and that Mars is the next most
likely home for life as we know it.
EL8_2015
220
Procedures
Activity 1. Define Habitability and Design Creatures
This lesson has students take the places of extraterrestrial creatures exploring our solar system in search of
new homes. They define creature life requirements and relate them to planet characteristics in order to
choose homes. Several of these creatures have life requirements quite unlike life as we know it, where
water and carbon are essential, and some are downright impossible. The goals here are not to study
biochemistry, but habitability of planets. Bizarre creatures had to be invented for them to find homes on
some of the planets in our solar system. Another goal is to encourage creativity and teamwork in
designing creatures and selecting planets. This activity is one that is outside of the box.
ENGAGE
1. Set the stage by reading introduction:
We are space travelers from a distant star system. The crew of our spaceship includes six different
types of creatures who live on different planets in that star system. Our star is expanding and getting
very hot. Our home planets are heating up and soon we will need new places to live. It is our mission
to find habitable planets for our six different types of creatures with different life requirements. In all
we need to find new homes for five billion inhabitants.
First we need to know what makes a planet habitable so we can set up probes to measure the
characteristics of various planets. The different requirements for life can be related to measurable
planetary characteristics. What do creatures require to live?
EXPLORE
2. Brainstorm on requirements and characteristics. Lead the students in producing a table similar to the
one below. Encourage free-thinking, there aren't specific right answers, but lead students to the
following topics, among others.
Life requirements
food to eat
gas to breathe
comfortable temperature
ability to move
Planet characteristics
surface & atmosphere composition
atmosphere composition
temperature range
surface type (solid, liquid, gas) gravity size
3. Ask students what kinds of probes might be used to measure these characteristics. Answers may
range from general to specific and may be based on science fiction. Examples may include cameras,
radar, thermometers, and devises to measure magnetics, altitude, and light in all wavelengths from
radio waves, through infrared, ultraviolet, and X-ray to gamma-ray. [Secondary school classes might
do one of the excellent activities on the electromagnetic spectrum or activities related to solar system
missions.]
4. Divide students into six or more teams (more than one group can design the same creature). Explain
that each team represents one of the six different types of creatures on our mission. Today we will
make models of creatures having specific life requirements. Later we will collect data on a new
planetary system in order to search for new homes.
5. Distribute one creature card to each team. Each card contains the information on a single line A-F
below. Tell students that each team is supposed to create a creature that fits the characteristics on
their creature card. Students may select art supplies (or drawing supplies) and should be able to
complete their creatures in approximately 15-20 minutes. Students will name their creature
ambassador and be ready to introduce it to the class. Encourage teamwork and creativity.
EL8_2015
221
[Teacher, you may get questions on some of the food or gases. Handle these as they come, but do not
provide this vocabulary ahead of time unless it comes up during brainstorming. Simply explain that they
are various chemical elements or compounds. They are needed only for matching with planetary
characteristics and should not be tested vocabulary.]
6. Ask each team to introduce their creature ambassador and to explain their creature's needs and any
specific features of the model. This will take longer than you expect because students really get
involved with their creatures.
Creature
A
B
C
D
E
F
Food
helium
rock
carbon
methane
water
carbon
Breathes
hydrogen
carbon dioxide
oxygen
hydrogen
carbon dioxide
oxygen
Motion
flies
flies
walks
swims
walks
swims
Temperature
cold
hot
moderate
cold
moderate
moderate
Assessment: Evaluate team presentations and collect descriptions of how their creature meets its life
requirements.
EXPLAIN
Activity 2. Tour solar system and evaluate for habitability
1. Prepare students for solar system tour. Tell students that they will have to take notes on the planets to
report back later. Students will work in the same teams as when they made creatures. The grade
level/ability will determine how the teacher structures the information gathering. Each team may
record the information on all planets or on just one or two planets. Young students may simply
compare planet characteristics to those on their creature cards and check off boxes of matching
characteristics on the planet chart.
2. Distribute copies of the blank planet characteristics chart or put it on the blackboard/overhead. Show
slides/photos of the planets and read the text provided below. For elementary students, exclude the
data in parentheses. For secondary students, include the data. As you tour the planets, it may be
necessary to repeat each section twice for younger students to get enough information to report.
3. Compile information on overhead or blackboard planet characteristics chart as teams report data they
recorded on planet (size, surface type, composition, atmosphere and temperature). Attached table
gives suggested answers. Students will probably be able to name the planets, but this is not a test.
Alternatively, each student could fill in a chart to allow evaluation of listening skills. Also, students
could work cooperatively to complete one chart per team.
4. Have teams compare the characteristics chart on the planets with the creature requirements on their
creature card. Decide which planets (if any) would be suitable homes for their creature. Report their
choices orally and explain, if necessary. Tabulate on the blackboard.
Creature Planet(s)
A
4, 5 (Saturn and Jupiter), but also 2,3 (Neptune and Uranus)
B
8 (Venus)
C, F
7 (Earth)
D
2,3 (Neptune and Uranus)
E
6 (Mars)
No creatures can live on planets 1 or 9 (Mercury or Pluto)
EL8_2015
222
5.
Ask students to create a finale or read the finale below.
Now that the creatures have evaluated habitable planets we will send down spaceships to check
out the surfaces in detail. Creatures A, B, D and E find uninhabited planets that are just suited to
their needs. They decide to settle on their chosen planets. Creatures C and F are both interested in
the same planet. Creature F finds the salt water to be a perfect home for it, while creature C finds
the land to be overpopulated and polluted. They decide that there isn't room for one billion more
inhabitants and decide to look for a habitable planet in another solar system.
Assessment: Collect Planet Characteristics tables and compare with the suggested answers above. Do not
require a perfect match, but allow students to think critically and creatively. Allow adaptations of the
environment (such as turning water into hydrogen and oxygen) and other reasonable modifications.
EVALUATE
Writing assignment: Ask students to write a paragraph explaining why the planet they found will or will
not be suitable for their creature. The paragraph could be in the form of a news report to be sent back to
their dying solar system.
EL8_2015
223
CREATURE CARDS
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature A
Food
Helium
Breathes
Motion
Hydrogen
Flies
Temperature
Cold
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature B
Food
Breathes
Motion
Temperature
EL8_2015
Rock
Carbon dioxide
Flies
Hot
224
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature C
Food
Breathes
Motion
Temperature
Carbon
Oxygen
Walks
Moderate
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature D
Food
Breathes
Motion
Temperature
EL8_2015
Methane
Hydrogen
Swims
Cold
225
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature E
Food
Breathes
Motion
Temperature
Water
Carbon Dioxide
Walks
Moderate
We are space travelers from a distant star system. The crew of our spaceship includes six different types
of creatures who live on different planets in that star system. Our star is expanding and getting very hot.
Our home planets are heating up and soon we will need new places to live. It is our mission to find
habitable planets for our six different types of creatures with different life requirements. In all we need to
find new homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it
to the class and explain how it meets its needs for life.
Creature F
Food
Breathes
Motion
Temperature
EL8_2015
Carbon
Oxygen
Swims
Cold
226
Search for a Habitable Planet
Solar System Images and Script
Today we are traveling through an outer section of the Milky Way galaxy.
There are many, many stars. We are approaching a medium-sized star, the
type that often has habitable planets. As we draw closer we see that there
are nine planets orbiting this star.
We will tour this planetary system and use our probes to measure planet
characteristics in our search for a habitable planet. Record this information
about your planet then when we have completed our tour we will collect all
our results. We will evaluate our results to look for a new place to live.
We will now tour this new planetary system, starting from the outside and
going toward the star: We are approaching the first planet.
The first “planet” is tiny (2350km). In fact, it was downgraded from a
planet to a dwarf planet in 2006 mainly because it orbits around the Sun in
“zones of similar objects that can cross its path.” It is made of rock and
methane ice. It has almost no atmosphere (just a trace of methane) and is
very cold (-230oC).
The second planet is a medium large (49,500km) and made of liquid
hydrogen and helium. It has a thick atmosphere of hydrogen, helium and
methane. It is very cold (-220 oC).
The third planet is very similar to the 2nd except that it has a small ring
system. It is medium large (51,000 km) and made of liquid hydrogen and
helium. It also has a thick atmosphere of hydrogen, helium and methane
and is very cold (-210 oC).
The fourth planet is large (120,500 km) and has an extraordinary ring
system. It has no solid surface, but is a giant mass of hydrogen and helium
gas outside and liquid hydrogen inside. It is cold (-180 oC).
EL8_2015
227
Search for a Habitable Planet
Solar System Images and Script
The fifth planet is the largest (143,000 km) in this planetary system. Like
the fourth, it is a gas giant made of hydrogen and helium with no solid
surface. It is also cold (-150oC) in the upper atmosphere, but increases in
temperature and pressure and becomes liquid in the interior.
The sixth planet is small (6786 km) and rock. There is some water ice in
polar regions and a thin atmosphere of carbon dioxide. The temperature is
moderate (-23oC).
The seventh planet is medium small (12, 750 km). The surface is made of
liquid water and rock with some carbon compounds. The atmosphere is
mostly nitrogen and oxygen with some carbon dioxide and water vapor.
The temperature is moderate (21oC).
The eighth planet is also medium small (12,100 km). The atmosphere of
carbon dioxide is so thick that we can’t see the rocky surface beneath it,
but need our radar probes. The temperature is very hot (480oC).
The ninth planet is tiny (4880 km) and rocky. It has almost no atmosphere
(just a hint of helium). Temperatures are generally hot, but extreme
variable, ranging from -180oC on the space-facing side to 400oC on the
star-facing side.
We have now finished our tour and it’s time to compile all of
our data. Each team will report its results and we will make
a comparison chart.
EL8_2015
228
PLANET CHARACTERISTICS
(Teacher Key)
Size
Surface Type
and
Composition
Atmosphere
Temperature
Name
Pluto
1
tiny 2350 km
solid rock,
methane ice
none (methane)
very cold -230 C
2
medium large
49,500 km
liquid hydrogen,
helium
thick hydrogen,
helium, methane
very cold
C
-220
Neptune
3
medium large
51,100 km
liquid hydrogen,
helium
thick hydrogen,
helium, methane
very cold
C
-210
Uranus
4
large 120,500 km
liquid hydrogen
cold -180 C
Saturn
5
very large
143,000 km
liquid hydrogen
thick hydrogen,
helium
thick hydrogen,
helium
cold -150 C
Jupiter
6
small
km
solid rock, water
ice
thin carbon
dioxide
moderate -23 C
Mars
7
medium small
12,756 km
solid rock, liquid
water, carbon
compounds
medium nitrogen,
oxygen
moderate 21 C
Earth
8
medium small
12,100 km
solid rock
thick carbon
dioxide
very hot 480 C
Venus
9
tiny 4878 km
solid rock
none (helium)
EL8_2015
6786
variable range 180 to 400 C
Mercury
229
Student
PLANET CHARACTERISTICS
Size
Surface Type
and
Composition
Atmosphere
Temperature
Name
1
2
3
4
5
6
7
8
9
EL8_2015
230
PLANETARY EXPLORATION & EXTREME LIFE FORMS
(Differentiated Lab)
Revised by: University of Miami – Science Made Sensible Fellows
Next Generation Sunshine State Standards:
SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our
knowledge of light and space travel to understand this distance.
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies
relative to solar system, galaxy, and universe, including distance, size, and composition.
SC.8.E.5.7 Compare and contrast the properties of objects in the solar system including the Sun, planets,
and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement,
temperature, and atmospheric conditions.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt
within a changing environment may contribute to the extinction of that species.
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares
and pedigrees.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on
native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
Objective: Students will research a planet in our solar system, including information about the
atmosphere, surface conditions, etc. Then they will have to design an alien life form that would be
adapted to live on their planet. They will present their planet research and alien life forms to the class.
They will also use a Punnett Square to predict offspring genotype and phenotype.
Engage: Introduce adaption and extreme environments. Scientists are finding organisms on Earth that
live in extreme conditions previously thought not able to support life. Some of these extreme
environments include the harsh, dry, cold valleys of Antarctica and the bottom of the ocean under high
pressure, no oxygen and no light. If life forms on other planets were to exist, what conditions would they
face? How would they survive? What type of adaptations might they need? Explain that students will
first research a planet, and then create a life form that had adapted to survive the conditions on their
planet.
Materials:
 computers with internet access
 books on the planets
 construction paper
 markers/crayons/colored pencils
Teacher Notes: Assign one group to each planet excluding Earth. For the first part of the activity,
students will research their planet, filling in a data sheet. All information can be found on the websites
provided on the student handouts. Emphasize the importance of using appropriate internet sources, no
Wikipedia. Once students have completed their planet worksheet, they should start on the alien life form
worksheet. They will also draw their life form on construction paper. Groups will present both their
planet research and their aliens including explanations of its specific adaptations that allow it to survive
on their planet. Upper level students could be required to do a PowerPoint presentation.
EL8_2015
231
Student
Name: ____________________________________ Date: ___________________ Pd: __________
Planet Research Worksheet
Fill in the worksheet below about your assigned planet; be sure to include units where necessary. Some
helpful websites for your research are:
http://nineplanets.org/
http://solarsystem.nasa.gov/index.cfm
www.windows2universe.org/our_solar_system/solar_system.html
www.exploratorium.edu/ronh/weight/index.html
Planet: _____________________________ Planetary Symbol: ___________________________
Diameter: ___________________________ Mass: _____________________________________
Order from the Sun: ___________________ Distance from the Sun: _______________________
Gravity: ____________________________ Gravity compared to Earth: ___________________
If you weigh 100 lbs. on Earth, how much would you weigh on your planet? _________________
Temperature Range: ___________________ Average Temperature ________________________
Length of Day (rotation period): _________ Length of year (revolution period): ______________
Tilt of axis: __________
Eccentricity of Orbit: ________
Number of Satellites: ________
What is the atmosphere like on your planet? What gases? Poisonous? Dry? Etc.
Describe the surface of your planet.
EL8_2015
232
Describe what your planet looks like including any unique features such as rings.
In complete sentences, list 5 additional interesting facts about your planet that are not already discussed
on this worksheet.
EL8_2015
233
Student
Name: ____________________________________ Date: ___________________ Pd: __________
Extreme Alien Life Forms
You will create an alien life form that has adaptations enabling it to survive on your assigned planet.
Keep in mind the information you learned about your planet during your research. Complete the
questions below, and then draw your life form on the provided construction paper. Make sure to label the
aspects of your life form that let it survive on your planet. Include your life form’s name, your planet, and
your name and class period on the front of your drawing. You will be presenting your drawings to the
class.
Your Planet:
The name of your life form:
Describe the habitat and climate in which your life form lives:
How does it move? Include both the form and method of locomotion. (For example: The miniature Mars
Gopher leaps on powerful hind legs.)
What does it eat or use as nutrients? Is it herbivorous, carnivorous, omnivorous, or other? What is its main
food and how does it acquire this food?
What other creatures does it prey on, if any? How does it defend itself against predators?
EL8_2015
234
Describe other adaptations your life form has developed to cope with your planet’s unique environment.
Suppose two alien creatures mated. One was tall and the other was short. Using a Punnett Square,
predict the offspring’s possible heredity of the tall gene. Each parent has two alleles for the height gene.
Dad is homozygous tall (TT) and mom is homozygous short (tt). Predict the genotype (genetic make-up)
and phenotype (physical characteristics) for the offspring.
Dad →
______
______
______
Offspring
______
Mom ↑
The resulting offspring:
Genotype:
__________% TT
Phenotype:
__________% tall
Genotype
TT (homozygous tall)
tt (homozygous short)
Tt (heterozygous)
EL8_2015
__________% tt
__________% Tt
__________% short
Phenotype
Tall
Short
Tall
235
Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)
EL8_2015
236